The Effect of Visual Stimuli on L2 Acquisition

Abstract

This paper introduces the impact of visual stimuli on the acquisition of a Second Language (L2) or foreign language learning (FLL). Based on the importance of the role of vision in research, the findings can be classified according to three categories:(1) the comparison of multimodal audiovisual integration with conventional single-input integration; (2) the beneficial impact of visual elements on emotional stimulation; and (3) the rational synergy between the human visual system and language learning. Looking into recent studies, it is clear that people are increasingly turning to visual interactions rather than only conventional resources. Prior studies have largely concentrated on visual aids used in classroom instruction as a comprehensive tool, as opposed to a set of stimuli that are received and released. As a result, there was little discussion and attention paid to internal linkages. In line with visual contact, there has been a steady and robust advancement in social networks, encompassing well-known sites like Facebook, Instagram, YouTube, and TikTok, increasing the frequency and diversity of interactive, multi-way communication. Older and newer types of picture resources are distinguished based on how interactive they are. The success of language acquisition will be influenced by the degree of involvement. The discussion will mainly focus on emotional interaction and response mechanisms, including input, output, and attention. Three representative key literature will be selected from the classification module for in-depth study and their importance will be analyzed, aiming to describe the impact of visual stimuli on L2 acquisition from different perspectives. This balances the value of visual impacts with the potential drawbacks, allowing for new study ideas and development approaches in the field of L2 acquisition as well as the quest for more cutting-edge and successful learning techniques in the future. The results also show that visual stimuli have an important impact on L2 acquisition or foreign language learning in different dimensions in terms of interactive characteristics, whether from the perspective of cognitive-linguistic, sociolinguistic, or psycholinguistic.