Previous research has largely focused on the effects of single input modalities on vocabulary acquisition, often overlooking the potential of multimodal teaching methods. This study addresses this gap by comparing the impact of reading, listening, and subtitled audiovisual input modalities in promoting incidental vocabulary acquisition among advanced EFL learners in China. We divided 40 advanced college English learners into 4 groups: a control group, a reading group, a listening group, and a subtitled audiovisual group. Participants took a pre-test, an immediate post-test, and a delayed post-test to assess vocabulary knowledge. The findings revealed that the subtitled audiovisual input modality led to the most effective immediate vocabulary acquisition, though its impact decreased over time. Conversely, the listening modality was associated with the most sustained vocabulary retention. These results highlight the importance of input modality in vocabulary acquisition, suggesting that while subtitled audiovisual materials can enhance short-term learning, listening exercises are more effective for long-term retention. The study offers insights for language instructors aiming to enhance vocabulary teaching strategies through multimodal input.

Authors:
Ying He, Nanjing University of Aeronautics and Astronautics, China
Siyu Wu, Nanjing University of Aeronautics and Astronautics, China

About the Presenter(s)
Ms. He is a postgraduate student in linguistics at Nanjing University of Aeronautics and Astronautics, China.

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