An Experiment on Supporting Children ’ s English Vocabulary Learning in Multimedia Context?

1. An Experiment on Supporting Children’s English Vocabulary Learning in Multimedia Context? 報 告 人：張純瑋　 Yanqing Sun, Qi Dong . An Experiment on Supporting Children's English Vocabulary Learning in Multimedia Context. Computer Assisted Language Learning, Volume 17, Number 2 (April, 2004), pp. 131-147.

2. Abstract • second language (L2) vocabulary teaching and the design of effective multimedia L2 teaching tools. • Learning in context • Learning support should be included to facilitate learning. • sentence-level translation (SLT) • target warming-up (TW).

3. Introduction • Second Language Vocabulary Learning in Context • contextualized learning 語境學習 • 第二語言目標詞彙不是單獨呈現的，而是 將它放入上下文語境（通常是句子、語段或篇章）中，學習者需要運用語境提供的各種線索及已有的相關知識對目標詞的含義進行推理。 • decontextualized learning、pair associate配對學習 • 指以詞表的形式單獨呈現第二語言詞彙及由第一語言對該詞的翻譯，使學習者在詞彙的外在形式（音或形）與內在 意義（義）之間建立直接的、一一對應的聯繫。也可稱作 word lists learning）或翻譯學習（ translation learning）。

4. Introduction(續) • Children’s L2 Vocabulary Learning in Multimedia-Based Contexts • language input made up solely of the target language might not be the optimal for children with low L2 proficiency. • limited L2 knowledge may also cause problems in phonic learning • facing novice learners is that they may not pay adequate attention to critical cues in the context.

5. The Present Study • The learning material • popular Disney cartoon that included 29 English sentences. • Learning support • Sentence-level Translation (hereafter SLT) • target warming-up (TW) • contextualized and decontextualized learning..

6. The Present Study (續) • learning conditions • No Support • Sentence-level Translation (SLT) • SLT+TW -contextualized learning (Sentence-level Translation) and decontextualized learning (Target Warming-up) • Assessment • the Word Pronunciation Test, the Word Understanding Test, and the Sentence Translation Test

7. The hypotheses in the present study • SLT would facilitate children’s understanding of the context. • SLT itself would not be able to facilitate children to grasp the words’ pronunciation, and it would not be supportive enough to help children infer the meanings of the target words when they had no clear learning goals. • The children in the SLT+TW condition would have higher scores on assessments.

8. METHODOLOGY • Participants • Sixty-seven Grade-1 and Grade-2 students (31 girls and 36 boys) • Learning Software • 6-min animated segment captured from a Disney cartoon－about a family of ducks • consisted of 29 sentences involving 19 words (six nouns, two adjectives, four pronouns, two adverbs, two articles, and three auxiliaries).

9. The interface of the learning software

10. METHODOLOGY（續） • Design－learning conditions • The No Support • The Sentence-level Translation • The Sentence-level Translation + Target Warming-up (SLT＋TW)

11. Measurement • The Word Pronunciation Test was used to evaluate how well the children were able to imitate the pronunciation of the four target words. • The Word Understanding Test was used to examine how well the children were able to infer and remember the meaning of the target words. • The Sentence Translation Test was intended to assess how well the children grasped the meanings of the sentences that involved the target words.

12. Examples of Evaluation Criteria in the Sentence Translation Test

13. The Word Pronunciation Test

14. Ｔhe Word Understanding Test

15. The Sentence Translation Test

16. CONCLUSION • learning L2 vocabulary in an animation-based context was too difficult for young beginners when no learning support was provided. • SLT facilitated young children’s understandings of the English input. • inefficiency in phonic learning and semantic learning • children with low English proficiency may lack the awareness to infer the meanings of the new words. • NS and SLT groups’ inefficiency in phonic and semantic learning was the restricted presentation of input.

17. CONCLUSION(續) • Target Warming-up (TW) was designed to help familiarize the young L2 learners with the target words and to direct their attention during the learning process. • suggest that learning L2 vocabulary in an animation-based, multimedia context was inefficient for young beginners without proper learning support.