Abstract
Abstract The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.
Highlights
Vocabulary knowledge is of great importance in foreign language (FL) and second language (L2) teaching and learning
We explore the possible associations between two components of working memory (WM) – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning
We examined the extent to which complex WM and PSTM were associated with the effects of three types of input conditions on vocabulary learning and retention
Summary
Vocabulary knowledge is of great importance in foreign language (FL) and second language (L2) teaching and learning. Nation (1990) and Schmitt (2014) categorized vocabulary knowledge into two dichotomous aspects: receptive and productive vocabulary knowledge. Vocabulary knowledge is multifaceted in nature (Milton 2013). The former requires learners to recognize word form and understand word meaning. The latter refers to learners’ ability to correctly express word meaning and appropriately use it in certain contexts (Laufer 1998; Laufer and Paribakht 1998). Given the multifaceted nature of vocabulary knowledge, language teachers have faced challenges in making vocabulary instruction effective. Multimedia program in the form of text, pictures, videos, and sound may help teachers deal with the challenge
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