The effect of audiovisual semantic priming on vocabulary retention

Year 2015, Volume: 36 Issue: 3, 3280 - 3293, 13.05.2015

Samira Dezfoulıan , Mohammad Taghi Hassanı Abbas Ali Zareı

Abstract

Abstract. The present study sought to investigate the effect of visual semantic priming, audio semantic priming and audiovisual semantic priming on L2 vocabulary retention. 30 male and female B.A level students of (Shahid Beheshti University) in Tehran majoring in Law in one group participated in this study. The software named Res Meter was presented to each subject with the same SOA in three pair word groups and parts: a) audio semantic priming, b) visual semantic priming, and c) audiovisual semantic priming. At the end of the experimental period, the participants received vocabulary retention posttests. Two separate one-way ANOVA procedures were used to analyze the obtained data. The results indicated Audio semantic priming and Audio Visual semantic priming has significant differences among the effects of visual semantic priming on L2 vocabulary retention. The findings of the present study may have implications for L2 learners and teachers.

Keywords

semantic priming, vocabulary retention, priming

References

• Catherine J. Doughty and Michael H. Long. (2005), the Handbook of Second Language Acquisition,
• Christopher Charles Rowson. (2011), combinatorial semantics in the visual world: A representational account of real-time event processing.
• Caroline H. Barratt- Pugh. (1990), The development to grammatical morphemes in the speech of young second language learners within a conversational context, The University of Leeds School of Education.
• David C. Plaut. (1995), Semantic and Associative Priming in a Distributed Attractor Network. In Proceedings of the 17th Annual Conference of the Cognitive Science Society, pages 37–42, Pittsburgh, PA, July, 1995. Hillsdale, NJ: Lawrence Erlbaum Associates. Carnegie Mellon University, and Center for the Neural Basis of Cognition
• Endel Tulving, Daniel L. Schacter, Donald R. Mclachlan, and Moris Moscovitch. (1988). Priming of Semantic Autobiographical Knowledge: A Case Study of Retrograde Amnesia. Brain and Cognition 8, 3-20 (1988). Unit for Memory Disorders, University of Toronto.
• Eva Van den Bussche. (2008), Mechanisms of masked semantic priming: A meta-analysis. Master dissertation submitted to obtain the degree of Master of Statistical Data Analysis.
• Edward C. Carterette. (1999), Handbook of Perception and Cognition 2nd Edition. Department of Psychology, Stanford University Stanford, California.
• Hulstijn, J. H. (2003). Incidental and intentional learning. In C. Doughty & M. H. Log (Eds.), The handbook of second language acquisition. (pp. 349- 381). Oxford: Blackwell.
• Irving B. Weiner, editor-in-chief. (2003), Handbook of psychology.
• James H. Neely. (1977), Semantic Priming and Retrieval from Lexical Memory: Roles of Inhibitionless Spreading Activation and Limited-Capacity Attention. Journal of Experimental Psychology. Yale University.
• Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning & Technology, 8 (3), 122- 143.
• Juan J. Ortells*, Concepción Vellido, María Teresa Daza and Carmen Noguera. (2006), Semantic priming effects with and without perceptual awareness. Psicológica. Universidad de Almería.
• Jakke Johannes Tamminen. (2010), Effects of meaning, memory consolidation, and sleep, University of York Department of Psychology.
• Keith A. Hutchison & David A. Balota & James H. Neely & Michael J. Cortese & Emily R. Cohen-Shikora & Chi-Shing Tse & Melvin J. Yap & Jesse J. Bengson & Dale Niemeyer & Erin Buchanan. (2013), The semantic priming project. Psychonomic Society, Inc.
• Karamitroglou, F. (2000). Towards a methodology for the investigation of norms in audiovisual translation. Amsterdam and Atlanta: Rodopi.
• Krashen, S. D. (1985). The input hypothesis: Issues and implications. London and New York: Longman.
• Krashen, S. D. (1989). Principle and practice in second language acquisition. London: Prentice-Hall International (UK) Ltd.
• Louisa M. Slowiaczek, (1994). Semantic priming in a single-word shadowing task, The American Journal of Psychology,Vol. 107, No. 2 (Summer, 1994), pp. 245-260. University at Albany, State University of New York.
• Lawson, M. J., & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Learning, 46 (1), 101-135.
• Levie, W. H., & Lentz, R. (1982). Effect of text illustrations: A review of research. Educational Communication and Technology Journal, 30 (4), 195- 232.
• Margery Lucas.(2000), Semantic priming without association:A meta-analytic review, Psychonomic Bulletin & Review, 7 (4), 618-630, Wellesley College, Wellesley, Massachusetts.
• Mattewh J.Traxler. (2006), Handbook of pchycolinguistics, Academic Press is an imprint of Elsevier.
• Meringoff, L. (1982). What pictures can and can't do for children's story understanding. New York: American Educational Research.
• Miller, G. A. (1991). The science of words. New York: Scientific American Library.
• Minsky, M. A. (1975). A framework for representing knowledge. In P. H. Winston (Ed.), The psychology of computer vision. (pp. 211-280 ). New York: McGraw-Hill.
• Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press .
• Nelson, T. (1974). Computer lib. Redmond, Washington: Tempus Book/ Microsoft Press.
• Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27 (1), 94- 106.
• Nugent, G. C. (1982). Pictures, audio, and print: Symbolic representation and effect on learning. Educational Communication and Technology Journal, 30 (3), 163- 174.
• Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
• Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal/ Revue TESL DU Canada, 7(2), 9-30.
• Pourhosein Gilakjani, A. (2012). The significant role of multimedia in motivating EFL learners' interest in English language learning. I. J. Modern Education and Computer Science, 4 (1), 57- 66.
• Pressley, M. (1977). Imagery and children's learning: Putting the pictures in developmental perspective. Review of Educational Research, 47(4), 585- 622.
• Ram Frostt and Shlomo Bentint. (1992), Processing Phonological and Semantic Ambiguity: Evidence from Semantic Priming at Different SOAs. Haskins Laboratories Status Report on Speech Research.
• Rebecca S. Betjemann and Janice M. Keenan.( 2008), Phonological and Semantic Priming in Children With Reading Disability. Child Development, Vol. 79, No. 4.pp. 1086-1102. University of Denver.
• Shalyn Oberle and Lori E. James. (2012), Semantically- and phonologically-related primes improve name retrieval in young and older adults, LANGUAGE AND COGNITIVE PROCESSES, Vol. 28, No. 9, 1378 1393, Department of Psychology, University of Colorado, Colorado Springs,CO, USA
• Sharon L. Thompson-Schill, Kenneth J. Kurtz, and John D. E. Gabrieli. (1998), Effects of Semantic and Associative Relatedness on Automatic Priming. JOURNAL OF MEMORY AND LANGUAGE 38, 440–458. Stanford University.
• Sean C. Draine and Anthony G. Greenwald. (1998), Replicable Unconscious Semantic Priming. Journal of Expcrimcnlal Psychology. University of Washington.
• Susan L. Rossell and Anna C. Nobre. (2004), Semantic Priming of Different Affective Categories. The American Psychological Association. University of Oxford.
• Salomon, G. (1988). AI in reverse: Computer tools that turns cognitive. Journal of Education Computing Research, 4 (2), 123-139.
• Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.). Vocabulary: Description, Description, acquisition and pedagogy (pp. 199- 227). Cambridge: Cambridge University Press.
• Schmitt, N. (2002b). Vocabulary in language teaching. Cambridge: Cambridge University Press.
• Syndorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Teaching, 14 (2), 50-73.
• Timothy P. Mcnamara. (2005). semantic priming perspectives from memory and word recognition. Essays in Cognitive Psychology.
• Tanja Gulan and Pavle valerjev. (2010), Semantic and related types of priming as a context in word recognition, Review of Psychology, Vol. 17, No 1, 53-58
• Terrell, T. D. (1986). Acquisition in the natural approach: The binding/Access framework. The Modern Language Journal, 70 (3), 213- 227.
• Tuan, L. T. (2011). An empirical research on self-learning vocabulary. Theory and Practice in Language Studies, 1(12), 1688- 1695.
• Underwood, J. (1989). HyperCard and interactive video. CALICO Journal. 6 (3), 7-20.
• Vanderplank, R. (1993). A very verbal medium: Language learning through closed captions. TESOL journal, 3 (1), 13-17.
• Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
• Wendy S. Francis and Norma P. Fernandez. (2010), Conceptual and non-conceptual repetition priming in category exemplar generation: Evidence from bilinguals, Psychology Press, an imprint of the Taylor & Francis Group, University of Texas at El Paso, TX, USA
• Wang, Y. C. (2012). Learning L2 vocabulary with American TV drama from the learner’s perspective. English Language Teaching, 5 (8), 217-225.
• Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
• Yuko Hoshino. (2010), The Categorical Facilitation Effects on L2 Vocabulary Learning in a Classroom Setting. sagepub.co.uk/journalsPermissions.nav. Tokyo Fuji University, Japan.
• Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10 (3), 58- 101.