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Article published In: ITL - International Journal of Applied Linguistics
Vol. 173:1 (2022) ► pp.58–93

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The effect of input modes and number of exposures on the learning of L2 binomials

ORCiD logo with link | University of Jeddah | University of Nottingham
 | University College London
 | University of Nottingham
Published online: 14 September 2021
DOI logo with link
https://doi.org/10.1075/itl.21001.alo
Abstract
Despite the importance of mastering different types of formulaic sequences in a second language, little is known about the relative effect of different input modes on their acquisition. This study explores the learning of a particular type of formulaic language (binomials) in three input modes (reading-only, listening-only, and reading-while-listening) at different frequencies of exposure (2, 4, 5 and 6 occurrences). Arabic learners of English were presented with three stories, each in a different mode, that contained novel binomials (e.g., wires and pipes) and existing binomials (e.g., brother and sister). Two post-tests (multiple-choice and familiarity ratings) assessed learners’ knowledge of the binomials. Results showed that reading-only and reading-while-listening led to better performance on the tasks than listening-only. Frequency of exposure had an effect on the perceived familiarity of binomials.
Article outline
  • Introduction
  • Background
    • Incidental learning of individual words and formulaic sequences
    • The effect of number of exposures on incidental vocabulary learning
  • Methodology
    • Participants
    • Binomials and passages
    • Post-tests
    • Procedure
    • Analysis
  • Results
    • Multiple-choice test
    • Familiarity ratings
  • Discussion
  • Conclusion
  • Notes
  • References
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