Modality of Input and Vocabulary Acquisition

This study examines the effect of input modality (video, audio, and captions, i.e., on-screen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners. Twenty-six second-semester learners of Russian participated in this study. Group one (N = 8) saw video with audio and captions (VAC); group two (N = 9) saw video with audio (VA); group three (N = 9) saw video with captions (VC). All participants completed written and aural vocabulary tests and a final questionnaire.The results indicate that groups with captions (VAC and VC) scored higher on written than on aural recognition of word forms, while the reverse applied to the VA group. The VAC group learned more word meanings than the VA group. Results from the questionnaire suggest that learners paid most attention to captions, followed by video and audio, and acquired most words by associating them with visual images. Pedagogical implications of this study are that captioned video tends to aid recognition of written word forms and the learning of word meaning, while non-captioned video tends to improve listening comprehension as it facilitates recognition of aural word forms

The effects of captioning videos used for foreign language listening activities

This study investigated the effects of captioning during video-based listening activities. Second- and fourth-year learners of Arabic, Chinese, Spanish, and Russian watched three short videos with and without captioning in randomized order. Spanish learners had two additional groups: one watched the videos twice with no captioning, and another watched them twice with captioning. After the second showing of the video, learners took comprehension and vocabulary tests based on the video. Twenty-six learners participated in interviews following the actual experiment. They were asked about their general reactions to the videos (captioned and noncaptioned). Results from t-tests and two-way ANOVAs indicated that captioning was more effective than no captioning. Captioning during the first showing of the videos was more effective for performance on aural vocabulary tests. For Spanish and Russian, captioning first was generally more effective than captioning second; while for Arabic and Chinese, there was a trend toward captioning second being more effective. The interview data revealed that learners used captions to increase their attention, improve processing, reinforce previous knowledge, and analyze language. Learners also reported using captions as a crutch

Priority areas for development of scientific research: domestic and foreign experience

The collective monograph describes the priority areas for development of scientific research: domestic and foreign experience. The general issues of economic theory and history, economics and business management, finance and tax policy, modern management, public management and administration, etc. are considered. The publication is intended for scholars, teachers, postgraduate students, and students, as well as a wide readership

Mobile Augmented Reality and Language-Related Episodes

Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches

Localized Globalization:Directives in Augmented Reality Game Interaction

In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place-based mobile augmented reality (AR) apps, which have been shown to provide learners with valuable opportunities for location-situated social and collaborative interaction and embodied experience of place. We focus on cataloguing social actions, specifically directives, in 4 groups of mobile AR game players using English as a lingua franca (ELF) to communicate. We uncovered a variety of directive strategies, both verbal and nonverbal, that are rarely discussed in pragmatics teaching and learning yet were critical to the unfolding communicative action. Implications of the study findings for pragmatics instruction are provided within the broader recommendations for ELF pragmatics.</p