Nouri, Bahareh

The Effect of Input Mode and Content Retelling on Incidental Foreign Language Vocabulary Learning and the Relationship between Multiple Intelligences and Incidental Foreign Language Vocabulary Learning

Abstract It is quite apparent that vocabulary knowledge plays a prominent part in both comprehension and production of second language and successful communication. However, developing learners’ lexical knowledge has always been a challenge for both language instructors and learners. Incidental word learning via various input modes is one of the approaches that has gained attention in second language research in recent years since different input modes of written, aural, and audiovisual are generally available due to the advance of technology. Nevertheless, the research on the comparison of the effectiveness of these three modes in vocabulary gain is too limited. Additionally, a number of investigations examined the contributory role of output-based tasks to vocabulary development; however, there are not many studies exploring the impact of content retelling on incidental word acquisition. Therefore, the present study aimed to compare how influential various types of input and content retelling are in incidental word learning. Also, it tended to investigate the connection between incidental word learning and a number of potentially influential factors, including word repetition, students’ existing lexical knowledge, and multiple intelligences. There were 148 Iranian high school students participating in this quasi-experimental study, six treatment groups and one control group. Each experimental group was provided with a single form of input, and three of the experimental groups had to summarize and retell the story they have read, listened to, or watched. All the students were given two vocabulary tests immediately after finishing the treatment and two weeks later. The results revealed that although in all treatment groups, the students scored higher on both immediate and delayed posttests, comparing to pretest, there were not any considerable differences among three input modes. However, the students who experienced content retelling, significantly outperformed their counterparts. Moreover, the results showed significant connection between incidental lexicon knowledge and word repetition only in viewing group. Incidental vocabulary acquisition was also significantly correlated with the pupils’ pre-existent lexical knowledge. Finally, some relationships were also found between various types of intelligence and unintentional word learning. The findings of the current study can be applied by language instructors, students, and material developers. Teachers can offer their pupils different modes of input to make them familiar with these modes. This would be useful for students as well since they may find out which mode of input is the most suitable one for their learning style. The results might also assist material designers with designing materials which promote vocabulary learning more effectively. Keywords: Incidental Vocabulary Acquisition, Vocabulary Uptake, Vocabulary Retention, Content Retelling, Multiple Intelligence