ITL - International Journal of Applied Linguistics - Volume 173, Issue 1, 2022

Abstract

Most of the texts that second language learners engage with include both text (written and/or spoken) and images. The use of images accompanying texts is believed to support reading comprehension and facilitate learning. Despite their widespread use, very little is known about how the presentation of multiple input sources affects the attentional demands and the underlying cognitive processes involved. This paper provides a review of research on multimodal reading, with a focus on attentional processing. It first introduces the relevant theoretical frameworks and empirical evidence provided in support of the use of pictures in reading. It then reviews studies that have looked at the processing of text and pictures in first and second language contexts. Based on this review, main gaps in research and future research directions are identified. The discussion provided in this paper aims at advancing research on multimodal reading in a second language. Achieving a better understanding of the underlying cognitive processes in multimodal reading is crucial to inform pedagogical practices and to develop theoretical accounts of second language multimodal reading.

Abstract

Gesture-based methods of teaching second languages have increasingly attracted interest. Previous research has linked gesture with language learning; however, little is known about the impact on learners’ language production, and even less is known about the impact of the unique Intentional Teaching Gestures (ITG) used in many second language programs. This empirical case study investigated the impact of learning with ITG on the oral language production of 170 primary school students learning Japanese as a second language in Australia, using a quasi-experimental approach with Story Re-tell methodology. Findings identify that viewing ITG increased learners’ language retrieval and quantity of oral language produced and highlight the pedagogical value of viewing ITG as a scaffolding tool.

Abstract

Despite the importance of mastering different types of formulaic sequences in a second language, little is known about the relative effect of different input modes on their acquisition. This study explores the learning of a particular type of formulaic language (binomials) in three input modes (reading-only, listening-only, and reading-while-listening) at different frequencies of exposure (2, 4, 5 and 6 occurrences). Arabic learners of English were presented with three stories, each in a different mode, that contained novel binomials (e.g., wires and pipes) and existing binomials (e.g., brother and sister). Two post-tests (multiple-choice and familiarity ratings) assessed learners’ knowledge of the binomials. Results showed that reading-only and reading-while-listening led to better performance on the tasks than listening-only. Frequency of exposure had an effect on the perceived familiarity of binomials.

Abstract

The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions of 275 Kazakh secondary school pupils and 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that exam results in Turkish of secondary school pupils are predicted by teacher gender, participant’s age, attitude towards the FL and FL Classroom Anxiety. A very different picture emerges for university students, where FL level, participant’s gender, FL Enjoyment, FL Classroom Anxiety and teacher’s age explain more than twice as much variance. FL exam scores for both groups are thus underpinned by different sets of complex interactions between multiple learner-internal and learner-external variables and the effect of emotions is much stronger among university learners.

Abstract

Extramural English (EE) exposure has been shown to correlate with general vocabulary knowledge. It remains uncertain, however, how academic vocabulary knowledge correlates with EE and can be explained by EE factors and demographic factors. Therefore, an academic vocabulary test, a background questionnaire, and a survey on current EE involvement were administered to 817 Swedish upper-secondary students in university-preparatory study programmes. A linear model revealed little explanation from demographic factors (age, gender, number of first languages, length of English instruction, and parental educational level) whereas EE factors (reading, listening & viewing without textual support, viewing with Swedish subtitles) accounted for 26% of the variation. Since extensive EE involvement may support the incidental learning of academic lexis, the paper suggests pre-tertiary instructional principles being guided by extramural as well as intramural incidental learning opportunities.

This article reviews Writing and Language Learning. Advancing Research Agendas9789027207753