Abstract
Review of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integration is a general effect using common brain areas and following common neural paths. Neuroscience also shows that bi-modal effects are more complex than simple addition, showing early integration of inputs, a learning/developmental effect, and a superadditive effect for integrated bi-modal input. The different bodies of research produce a revised model of bi-modal input as a learned, active system. The implications for language learning are that bi- or multi-modal input can powerfully enhance language learning and that the learning benefits of such input will increase alongside the development of neurological integration of the inputs.
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Articles in the same Issue
- Frontmatter
- Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness
- Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning
- Language choice, identity and social distance: Ethnic minority students in Vietnam
- Linguistic precariat: Judith Butler’s ‘rethinking vulnerability and resistance’ as a useful perspective for applied linguistics
- Multi-modal language input: A learned superadditive effect
- Word knowledge in academic literacy skills among collegiate ESL learners
- Integrating Linguistic Theory and Experimentation in L2 Acquisition: Learning of Spanish Differential Object Marking by Portuguese and English speakers
- Pinpointing the role of the native language in L2 learning: Acquisition of spatial prepositions in English by Russian and Turkish native speakers
- Rethinking perceptions of fluency
Articles in the same Issue
- Frontmatter
- Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness
- Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning
- Language choice, identity and social distance: Ethnic minority students in Vietnam
- Linguistic precariat: Judith Butler’s ‘rethinking vulnerability and resistance’ as a useful perspective for applied linguistics
- Multi-modal language input: A learned superadditive effect
- Word knowledge in academic literacy skills among collegiate ESL learners
- Integrating Linguistic Theory and Experimentation in L2 Acquisition: Learning of Spanish Differential Object Marking by Portuguese and English speakers
- Pinpointing the role of the native language in L2 learning: Acquisition of spatial prepositions in English by Russian and Turkish native speakers
- Rethinking perceptions of fluency