2017年12月7日下午，英国诺丁汉大学Walter van Heuven副教授受邀作了题为“外语词汇的附带习得”的演讲。
Prof. van Heuven from University of Nottingham delivered a lecture on incidental acquisition of foreign language vocabulary on the afternoon of Dec. 7th, 2017.
He hThHe first introduced the audience to theadvantages of subtitles as an information-rich resource for vocabulary acquisition studies. Subtitled films, videos and programs were easily available and constituted a multi-modal situation with sound track (auditory modality), subtitles (visual modality) and dynamic images (visual modality). Researchers could vary the language in the soundtrack and subtitles to suit different levels of learners. There were three variations concerning the matching of the soundtrack and subtitles: 1) the standard one with foreign language as the soundtrack and native language as subtitles; 2) intralingual/(closed) captions with same language for the soundtrack and subtitles; 3) the reversed conditionwith native language as the soundtrack and foreign language as subtitles. Although a large number of studies in the last 30 years had found the impact of captions (intralingual subtitles) on foreign language learning and teaching, there were few studies using meta-anlaysis and delayed post-tests. The underlying mechanism of the impact remained unclear. Addressing these problems, Prof. van Heuven used eye tracking technique and found that subjects processed subtitles under different subtitling conditions (standard, reversed and intralingual) and foreign language vocabulary learning occurred during the process. In the second part of the lecture, he continued to present a series of experiments that investigated incidental learning of foreign language vocabulary in a multi-modal situation. Processing of the foreign language multi-model inputs (pictures, spoken words and written words) resulted in an incidental learning effect. This incidental learning advantage happened with a small number of exposures and could remain after a time delay. The incidental learning effect was originally observed in a study using Welsh and later replicated in Korean and Greek studies.
During the Q & Asession. Prof. van Heuven discussed at length with the audience the pedagogic application of the incidental word learning findings and directions for future studies.