The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalents of auditory FL word forms, half of which had occurred in the incidental learning phase. The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2 exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli was found to have a larger impact on learning during the first few exposures and decrease thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant

The Effect of Content Retelling on Vocabulary Uptake from a TED Talk

This study investigates the potential benefits for incidental vocabulary acquisition of implementing a particular sequence of input-output-input activities. More specifically, EFL learners (n = 32) were asked to watch a TED Talks video, orally sum up its content in English, and then watch the video once more. A comparison group (n = 32) also watched the TED Talks video twice but were not required to sum it up in between. Immediate and delayed post-tests showed significantly better word-meaning recall in the former condition. An analysis of the oral summaries showed that it was especially words which learners attempted to use that stood a good chance of being recalled later. These findings are interpreted with reference to Swain’s (e.g., 1995) Output Hypothesis, Laufer and Hulstijn’s (2001) Involvement Load Hypothesis, and Nation and Webb’s (2011) Technique Feature Analysis. What makes the text-based output task in this experiment fundamentally different from many previous studies which have investigated the merits of text-based output activities is that it was at no point stipulated for the participants that they should use particular words from the input text. The study also illustrates the potential of TED Talks as a source of authentic audio-visual input in EFL classrooms