Morett Laura M
Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Box 870240, Tuscaloosa, AL, 35401, USA.
J Psycholinguist Res. 2019 Jun;48(3):643-664. doi: 10.1007/s10936-018-9623-2.
Prior research suggests that viewing still images and iconic gestures depicting concepts facilitates the learning of concrete words in the initial stages of second language (L2) acquisition. To date, however, the effect of viewing iconic gestures and images hasn't been systematically compared to the effect of glosses in the learning and retrieval of concrete words in early stage L2 acquisition. Therefore, it is unclear whether dual coding theory of embodied theories of cognition provide the most accurate account of these effects. This study demonstrates that concrete L2 words learned via viewing still images are recalled better than L2 words learned via viewing iconic gesture and that L1 glosses fail to facilitate L2 word learning in beginning learners. Together, these findings indicate that images facilitate the learning of concrete L2 words above and beyond glosses in learners unfamiliar with the target language, and that glosses are not always necessary for effective L2 word learning.
先前的研究表明，观看描绘概念的静态图像和标志性手势有助于在第二语言（L2）习得的初始阶段学习具体词汇。然而，迄今为止，在L2习得早期，观看标志性手势和图像的效果与注释的效果在具体词汇的学习和检索方面尚未得到系统比较。因此，尚不清楚认知的具身理论中的双重编码理论是否能最准确地解释这些效果。本研究表明，通过观看静态图像学习的具体L2词汇比通过观看标志性手势学习的L2词汇回忆效果更好，并且母语注释无法促进初学者的L2词汇学习。总之，这些发现表明，在不熟悉目标语言的学习者中，图像比注释更能促进具体L2词汇的学习，而且有效的L2词汇学习并不总是需要注释。
