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Language Learning through Dialogs: Mental Imagery and Parallel Sensory Input in Second Language Learning

Zhao, Yifan
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043

Abstract Details

2014, Master of Arts, University of Toledo, English (English as a Second Language).
According to current theories of second language learning that take into account how memories form in the brain, learners must be exposed to perceptual input that allows them to form associations between speech behaviors ("words") and parallel sensory input from other things in their environment. Yet many learners do not receive this exposure, and still succeed. A UT master's thesis (Postica, 2006) found evidence that some learners can create a substitute for such parallel sensory input by means of mental imagery. Her study provided a possible explanation for how people can learn a second language despite the absence of theoretically required parallel sensory input. This study is an extension/replication of Postica’s MA thesis research but with new dialogues. In the study, all the subjects were divided into two group and then will receive three very short mini-dialogues composed in an artificial language with translations in English (via PowerPoint). During the experiment, one of the groups was instructed to try to imagine the scene as they read the dialogues. The other group was not given this added instruction. Subjects were then allowed to review the dialogues and a vocabulary list for a fixed period of time (5 minutes). In the study period instructions, again one of the groups is instructed to visualize the people, the things in the scene, and the actions as they try to imagine hearing the lines of the dialogue. Afterwards, a post-test measures both accuracy and understanding of the elements of the target language that were presented in the mini-dialogues. Several other questions will also be asked about the subjects' learning strategies used during the study period. One of the strategies they were asked about was whether they tried to visualize the people, the things in the scene, and the actions as well as tried to remember hearing the lines of the dialogue. There were two hypotheses that were tested in the study. The first one explored if the subjects who reported their use of mental imagery did better than those who reported not using mental imagery. The second one was to see if the subjects who received the instructions and the narratives of the events did better than the subjects who did not receive that added instruction. The results of the study show failure of replication but indicate that the added instructions and narratives of the events inhibit the ability of people to use mental imagery and actually decrease the accuracy. We need to find something more effective to help people to learn.
Douglas W. Coleman (Committee Chair)
Carmen Phelps (Committee Member)
Russell Reising (Committee Member)
49 p.
English As A Second Language
mental imagery; parallel sensory input; English as a second language; hard-science linguistics;

Recommended Citations

Citations

  • Zhao, Y. (2014). Language Learning through Dialogs: Mental Imagery and Parallel Sensory Input in Second Language Learning [Master's thesis, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043

    APA Style (7th edition)

  • Zhao, Yifan. Language Learning through Dialogs: Mental Imagery and Parallel Sensory Input in Second Language Learning . 2014. University of Toledo, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043.

    MLA Style (8th edition)

  • Zhao, Yifan. "Language Learning through Dialogs: Mental Imagery and Parallel Sensory Input in Second Language Learning ." Master's thesis, University of Toledo, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043

    Chicago Manual of Style (17th edition)

toledo1396634043
786
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This open access ETD is published by University of Toledo and OhioLINK.