DOI: https://doi.org/10.20535/2410-8286.165717

INTEGRATING MOBILE LISTENING AND PHYSICAL ACTIVITY TO FACILITATE INTENTIONAL AND INCIDENTAL VOCABULARY ACQUISITION

Tetiana Zubenko, Allan Shwedel

Abstract


This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional memory. The hypothesis was that listening to carefully structured mobile English vocabulary lessons during routine physical activity would have a significant and positive effect on students’ vocabulary acquisition and performance. The audio lessons were designed to introduce vocabulary by moving from L1 to L2. Participants (N = 51) were first-year Ukrainian university students majoring in English as a second language. Their average age was 17-18. They were randomly assigned to one of three classes, one experimental and two comparison. The experimental group used the “integrating physical activity with listening to vocabulary lessons” strategy in addition to the traditional intentional learning strategy used by the comparison group. The results indicate that performance on the End-of-Unit test benefitted students who were in the Listening While Physically Active group. Their mean score was 81.9 versus 63.2 for the Comparison group. Results from a one-way ANOVA indicate that exam performance difference was statistically significant, F= 8.761, df = 1 , p < 05. Mobile devices offer students multiple opportunities to listen to, and pronounce, new vocabulary based on  L1 to L2 translation while performing routine physical actions. This allows students to create not only receptive but also reproductive skills of L2 translation and communication

Keywords


vocabulary acquisition; mobile listening; physical activity; implicit memory; audio dictionary

Full Text:

PDF

References


Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(1), 124–142. https://doi.org/10125/44660

Kavaliauskienė, G., Mažeikienė, V., & Valūnaitė-Oleškevičienė, G. (2010). Role of native language in learning English. Santalka, 18(2), 35-42. https://doi.org/10.3846/coactivity.2010.12

Kerka, S. (2000). Incidental Learning: Trends and Issues. Alert No. 18. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. ERIC Digest ED446234.

Kornell, N. (2009) Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming. Appl. Cognit. Psychol, 23, 1297-1317. https://doi.org/10.1002/acp.1537

Lahiri, M. & Moseley, J. L. (2012). Is Mobile Learning the future of the 21st Century Education? Educational Considerations from Various Perspectives. Educational Technology, 52(4), 3-13. Retrieved 15 February 2019 from https://www.jstor.org/stable/44430053

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in second language: The effect of task-enduced involvement. Applied Linguistics, 22(1), 1-26.

Liu, P. L., & Chen, C. J. (2014). Learning English phrase through actions: A study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-171. https://doi.org/10.1080/10494820.2014.959976

Lozanov, G. 1978. Suggestology and the Outlines of Suggestopedia. New York; Gordon Breach, 59.

Mahmoud, A. 2006. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure”. English Teaching Forum, 44(4), 28–33. Retrieved 16 February 2019 from https://americanenglish.state.gov/files/ae/resource_files/06-44-4-e.pdf

Malamed, C. (2012) What’s different about mobile learning? Retrieved 15 February 2019 from The Learning Circuits Blog http://learningcircuits.blogspot.com/2012/02/whats-different-about-mobile-learning.html

Mattioli, G. (2004). “On Native Language Intrusions and Making Do with Words: Linguistically Homogeneous Classrooms and Native Language Use”. English Teaching Forum, 42(4), 20-25. Retrieved 16 February 2019 from https://americanenglish.state.gov/files/ae/resource_files/04-42-4-h.pdf

Morgan, L. (2011). Harmonious learning: yoga in the English language classroom. English Teaching Forum, 4, 2-13. Retrieved 16 February 2019 from https://americanenglish.state.gov/files/ae/resource_files/49_4_2_morgan_0.pdf

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Restrepo Ramos, F. D. (2015). Incidental vocabulary learning in second language acquisition: A literature review. PROFILE Issues in Teachers’ Professional Development, 17(1), 157-166. http://dx.doi.org/10.15446/profile.v17n1.43957

Ross, N. J. (2000). Interference and Intervention: Using Translation in the EFL Classroom. Modern English Teacher, 9(3), 61-66. Retrieved 16 February 2019 from http://web.tiscali.it/njross/interfereart.htm

Sobel, H. S., Cepeda, N.J., & Kapler, I. V. (2011). Spacing Effects in Real-World Classroom Vocabulary Learning, Applied Cognitive Psychology, 25, 763-767. https://doi.org/10.1002/acp.1747

Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65. https://doi.org/10.1093/applin/aml048

Webb, S. (2009). The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge. RELC Journal, 40, 360-376. https://doi.org/10.1177/0033688209343854

Webb, S. & Rodgers, M. P. H. (2009). ‘The Vocabulary Demands of Television Programs’, Language Learning, 59, 2, 335-366. https://doi.org/10.1111/j.1467-9922.2009.00509.x

Webb, S. (2013). Learning vocabulary in activities. In H. Puji Widodo & A. Cirocki (Eds.), Innovation and Creativity in ELT Methodology (pp. 121-133). New York: Nova.

Yadav, M.K. (2014). Role of mother tongue in second language learning. International Journal of Research (IJR), 1(11), 572-582. Retrieved 13 March 2019 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.892.7707&rep=rep1&type=pdf

Nikolaieva, S.Yu. (Ed), (2002). Metodyka vykladannia inozemnykh mov u serednikh navchalnykh zakladakh [Methods of teaching foreign languages in secondary schools]. Kyiv, Ukraine: Lenvit.

Potiuk, I.Y. (2014). Formuvannia anhlomovnoi leksychnoi kompetentsii u maibutnikh fakhivtsiv sfery turyzmu na zasadakh navchalnykh stratehii [Formation of English lexical competence for future specialists in the sphere of tourism on the basis of educational strategies] . Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytety imeni Volodymyra Hnatiuka. Seriia : Pedahohika, 3, 111-116. Retrieved 13 March 2019 from http://nbuv.gov.ua/UJRN/NZTNPU_ped_2014_3_20

Skrypchenko, O., Dolynska L. & Ohorodniichuk, Z. (2005). Zahalna psykholohiia [General psychology]. Kyiv, Ukraine: Lybid.




Copyright (c) 2019 Tetiana Zubenko, Allan Shwedel

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)