Thumbnail
Access Restriction
Open

Author Nassaji, Hossein
Source Directory of Open Access Journals (DOAJ)
Content type Text
Publisher University of New Brunswick
File Format HTM / HTML
Date Created 2017-03-28
Copyright Year ©2004
Language English ♦ French
Subject Domain (in LCC) P1-1091
Subject Keyword Linguistics ♦ Language and Literature ♦ Philology
Abstract Abstract This experimental laboratory-based study investigated the role of input modality in remembering name-referent associations in learning nonsense words. Three groups of L2 learners of English attempted to learn and remember name-referent associations in three different conditions: auditory only (n = 26), visual only (n = 28) and dual-modality (auditory/visual) (n = 25). Immediate recall and recognition of name-referent associations revealed no significant differences between the visual and auditory conditions. However, both recall and recognition of paired associations improved significantly when dual modality was used. These results do not seem to support the superiority of one mode of presentation over another for remembering name-referent associations in vocabulary acquisition. However, they do seem to provide support for the dual-modality hypothesis in vocabulary learning and the idea that semantic representations of words benefit from referential connections in which both auditory and visually-based processing is involved.
ISSN 1481868X
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2004-06-01
e-ISSN 1481868X
Journal Canadian Journal of Applied Linguistics
Volume Number 7
Issue Number 1
Page Count 17
Starting Page 39
Ending Page 55


Source: Directory of Open Access Journals (DOAJ)