Both first (L1) and second (L2) language speakers learn new meanings of known words through readi... more Both first (L1) and second (L2) language speakers learn new meanings of known words through reading and listening. This learning results in changes in the mental lexicon, including adjustments to how existing (old) meanings are accessed. To investigate how the lexical-semantic space changes as a result of learning new meanings through encountering them multiple times in context, two studies were conducted. Study 1 was a conceptual replication and extension of Hulme et al. (2018). Fifty-two native English speakers read four short stories which contained critical words with invented secondary meanings (e.g., cake was given a new meaning a tribal headdress). The number of exposures to the critical words was manipulated (i.e., 2,4,6,8) within items and within participants. Explicit knowledge was assessed through a cued recall test of meaning and cued recall of form. The effect of acquisition of new unrelated meanings on the processing of the old meanings was operationalised using a sema...
The year 2020 has been a challenging year for many people, including researchers. With the rampan... more The year 2020 has been a challenging year for many people, including researchers. With the rampant spread of Covid-19, researchers have to think of ways to carry on with their work with limited and/or no face-to-face data collection. In this poster presentation, I will be sharing information on some of the things that researchers need to consider before, during and after carrying out online data collection. What are the advantages and disadvantages of online data collection? What tools are available to use? When collecting behavioural data, e.g. accuracy of response and/or response times, are the data collected through online method reliable? Can you provide prompt feedback to participants? What are other things researchers need to keep in mind as they run their experiments online? I will also be sharing some of the lessons I learnt during the course of developing the materials for my study, as well as during data collection stage. This poster will not only describe some benefits an...
Approaches to learning, testing, and researching L2 vocabulary, 2018
Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials h... more Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on ...
Both first (L1) and second (L2) language speakers learn new meanings of known words through readi... more Both first (L1) and second (L2) language speakers learn new meanings of known words through reading and listening. This learning results in changes in the mental lexicon, including adjustments to how existing (old) meanings are accessed. To investigate how the lexical-semantic space changes as a result of learning new meanings through encountering them multiple times in context, two studies were conducted. Study 1 was a conceptual replication and extension of Hulme et al. (2018). Fifty-two native English speakers read four short stories which contained critical words with invented secondary meanings (e.g., cake was given a new meaning a tribal headdress). The number of exposures to the critical words was manipulated (i.e., 2,4,6,8) within items and within participants. Explicit knowledge was assessed through a cued recall test of meaning and cued recall of form. The effect of acquisition of new unrelated meanings on the processing of the old meanings was operationalised using a sema...
The year 2020 has been a challenging year for many people, including researchers. With the rampan... more The year 2020 has been a challenging year for many people, including researchers. With the rampant spread of Covid-19, researchers have to think of ways to carry on with their work with limited and/or no face-to-face data collection. In this poster presentation, I will be sharing information on some of the things that researchers need to consider before, during and after carrying out online data collection. What are the advantages and disadvantages of online data collection? What tools are available to use? When collecting behavioural data, e.g. accuracy of response and/or response times, are the data collected through online method reliable? Can you provide prompt feedback to participants? What are other things researchers need to keep in mind as they run their experiments online? I will also be sharing some of the lessons I learnt during the course of developing the materials for my study, as well as during data collection stage. This poster will not only describe some benefits an...
Approaches to learning, testing, and researching L2 vocabulary, 2018
Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials h... more Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on ...
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