Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards
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This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.
Abstract
This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.
참고문헌 (43)
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