چکیده

Despite emphasizing the potential of audiovisual materials for incidental vocabulary learning, scholarship on the affordances of these materials for vocabulary uptake is scant. This study investigated whether the insertion of an oral output task between 2 viewings of a TED talk positively affects vocabulary learning. To this end, 30 Iranian intermediate EFL students participated in the study. They were randomly assigned to 2 groups and were asked to watch a TED talk video twice. The learners of one group (n = 15) were told to orally sum up the content of the TED talk within 5 min after the first viewing and, then, watch it once more. However, the other group (n = 15) was not required to retell the input in between. After the second viewing, both groups were given a vocabulary test while they were not forewarned about this test. Analysis of immediate and delayed posttests indicated that those participants who had summed up the content of the TED talk and watched it a second time picked up the meanings of more words from the input than the other group who had watched the TED talk twice without an oral output task. Retelling task promoted the first group to seek the content matter of the original text and attend more to the relevant lexis while watching the video again in order to fill the lacunae they experienced. Therefore, the announced summary task brought about better vocabulary uptake. This process is explained with reference to Swain’s (1995) output hypothesis, as the output task was conducive to noticing. The study offers a way toward enhancing L2 students listening metacognition strategies. It also highlights the potential of authentic audiovisual materials in incidental vocabulary learning.

کليدواژه ها

Content Retelling, Authentic Audiovisual Materials, Incidental Vocabulary Learning

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Mahmood Hashemian , 1398 , Effect of Content Retelling on L2 Learners’ Vocabulary Uptake , اولين کنفرانس بين المللي مطالعات زبان انگليسي