Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior to learning and testing the same concept in L2 are yet unclear. The present study compared the effectiveness of L1-mediation and L2-repetition word learning methods randomly assigned to 75 bilingual adults. Participants learned subject-specific specialized vocabulary through reading a series of definition sentences in two learning episodes a week apart. The L1L2 group ( N = 31) first learned L1 words on Day 1 and then their L2 translation equivalents on Day 2, while the L2L2 group ( N = 44)...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

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Studies have generally found benefits of multimodal presentation for comprehension and memory. However, although learner-related and design-related factors have received increasing attention in bilingual and L2 research, the role of visual continuity in naturalistic reading and its interaction with attentional control remains less well understood. This study investigated how the presence and continuity of visual inputs affect word recognition memory in bilingual Chinese-English university students. We also examined whether components of the attention network moderate word recognition performance. Participants read short passages in either their first language (L1) Chinese or second language (L2)...

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