Comparing L2 Incidental Vocabulary Learning Through Viewing, Listening, and Reading
DOI:
https://doi.org/10.17507/jltr.1303.15Keywords:
incidental vocabulary learning, L2 viewing, L2 listening, L2 readingAbstract
The aim of this study is to determine the most effective mode of input for L2 vocabulary learning by investigating three types of input: audiovisual input, audio input, and written input. Using a pretest-posttest-delayed posttest design, this study recruited 95 university EFL students who were randomly assigned to four groups. The same TV documentary was presented to each group in four different modes: viewing the documentary, listening to the documentary, reading the printed transcript, and a control condition in which no treatment was given. Vocabulary learning, which was operationalized as the receptive knowledge of the form-meaning connection of the target words was measured by checklist and multiple-choice tests. Two variables were considered in the investigation: prior vocabulary knowledge and the word frequency of occurrence. The findings suggest that participants learned vocabulary incidentally through viewing, listening, and reading. They also successfully retained gained vocabulary through the three modes of input. The study found no significant differences in vocabulary gains between viewing and reading on the posttests suggesting that vocabulary gain and retention are similar through these types of input modes. The study found a significant impact of prior vocabulary knowledge and frequency of occurrence on vocabulary learning. As the results suggest that viewing is as effective as reading, this study provides further support for the use of television in L2 learning.
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