IMPLICIT AND EXPLICIT VOCABULARY ACQUISITION WITH A COMPUTER-ASSISTED ...

315 Pages·2009·0.81 MB·English

IMPLICIT AND EXPLICIT VOCABULARY ACQUISITION WITH A
COMPUTER-ASSISTED HYPERTEXT READING TASK:
COMPREHENSION AND RETENTION
by
Hassan Mahamat Souleyman
___________________

A Dissertation submitted to the Faculty of the
GRADUATE INTERDISCIPLINARY PROGRAM IN
SECOND LANGUAGE ACQUISITION AND TEACHING
In Partial Fulfillment of the Requirements
For the Degree of

DOCTOR OF PHILOSOPHY
In the Graduate College
THE UNIVERSITY OF ARIZONA

2009
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THE UNIVERSITY OF ARIZONA
GRADUATE COLLEGE

As members of the Dissertation Committee, we certify that we have read the dissertation
prepared by Hassan Mahamat Souleyman entitled “Implicit and Explicit Vocabulary
Acquisition with a Computer-Assisted Hypertext Reading Task: Comprehension and
Retention” and recommend that it be accepted as fulfilling the dissertation requirement
for the degree of Doctor of Philosophy.

_______________________________________ Date: 9/18/09
Robert Ariew, PhD

_______________________________________ Date: 9/18/09
Douglas Adamson, PhD

_______________________________________ Date: 9/18/09
Dr. Beatrice Dupuy, PhD

_______________________________________ Date: 9/18/09
Dr. Linda Waugh, PhD

Final acceptance and approval of this dissertation is contingent upon the candidate’s
submission of the final copies of the dissertation to the Graduate College.

I hereby certify that I have read this dissertation prepared under my direction and
recommend that it be accepted as fulfilling the dissertation requirement.

_____________________________________ Date: 9/18/09
Dissertation Director: Robert Ariew, Ph. D.
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STATEMENT BY AUTHOR

This dissertation has been submitted in partial fulfillment of the requirements for an
advanced degree at the University of Arizona and is deposited in the University Library
to be made available to borrowers under rules of the Library.

Brief quotations from this dissertation are allowable without special permission, provided
that accurate acknowledgement of source is made. Requests for permission for extended
quotation form or reproduction of this manuscript in whole or in part may be granted by
the head of the major department or the Dean of the Graduate College when in his or her
judgment the proposed use of the material is in the interests of scholarship. In all other
instances, however, permission must be obtained from the author.

SIGNED: Hassan Mahamat Souleyman
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ACKNOWLEDGEMENTS
At the end of this rewarding process of preparing my dissertation, it is my responsibility
to duly recognize all the people whose contribution helped me reach my goal. I am first and
foremost indebted to the four members of my committee. Dr. Ariew, my advisor, provided me
with all the inspiration, encouragement, and professionalism that allowed me to produce this
academic achievement. Dr. Ariew has always been there to give me as much and timely advice
and comments as I needed. He provided me with the software I used in my research and trained
me in using the Director MX 2004 program to adapt it for my specific purpose and audience. Not
only did he provide me with his professional expertise, he also helped me navigate the whole
academic life. I would also like to express my sincere recognition to Dr. Adamson, Dr. Dupuy,
and Dr. Waugh whose expertise, availability, and support energized me into advancing in the
process. Dr. Dupuy and Dr. d’Almeida offered me the possibility of doing research with the
students at the department of French and Italian. My deepest appreciation for all of them is
beyond words.
Special thanks also go to Dr. Jun Liu, Dr. Renate Schulz, Dr. Kimberly Jones, and Dr.
Janet Nicol, my academic advisors throughout the program; to Shaun O’Connor for being always
available to coordinate the administrative aspect of my SLAT program and taking care of the
Human Subjects; to Kelley Merriam Castro for providing the additional administrative support;
to Dr. Mohammad Torabi for providing me with support in statistics.
I am deeply indebted to my fellows in the SLAT program and at the Department of
French and Italian, namely Yannick Treguer, Delfina De Seixas, Yvonne Mokam, Jacques
Heilmann, and Kathleen Bradley, for allowing me to work with their students for my research
study and for providing feedback on the materials; to Raymond Hounfodji, Abir Zihri, Zalia
Toure, Kathleen O’Brien de Raminez, Jean-Paul Tadoum and Dava Jondall, the Administrative
Assistant for their friendly cooperation.
I wish to thank Hale Thomas and Mark Bryant for creating the accounts and user profiles
for my study subjects, for making space available on the server for data collection and storage;
Justin Lebreak, Koabi Brooks, Gael Brooks, Peter, and all the personnel at the Instructional
Computing support and the Multi-use laboratories of the College of Humanities for their
continuous technological support.
I am exceptionally appreciative of the Fulbright Scholarship, the support of the Institute
of International Education, and the Embassy of the United States of America in Chad without
whose support; my Ph. D. program would not be available at all. Special thanks go to Joanne
Lagasse-Long, Director of the International Students Programs and Services for her support
through her meticulous administration of my program; to the International Friends, the Arizona
of the Fulbright, and the Tucson Council for Volunteers for their support.
I am extremely thankful to my special friends Richard and Linda Hanson, Dr. Noel
Sherwin, JL, Dr. Cindy Ducar, Dr. Paul Lyddon, Yang Yang, Jacques and Martine Boubeka, Dr.
Corinna Heeg, Rhodesia Celoy, and Dr. Sylvester Mutunda for their support, friendship, and
constructive advice.
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DEDICATION

To my mother, for her continuous moral support; my wife Haoua Mahamat Hassan, my
sons Adoum Hassan Mahamat and Souleyman Hassan Mahamat who have traveled the world for
me; for my daughters Acham Hassan Mahamat and Meram Iye Hassan Mahamat who, for some
time, have missed part of the paternal care they deserve; and to a closer cooperation between the
United States of America and the Republic of Chad.
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TABLE OF CONTENTS

LIST OF TABLES………………………………………………………………………….…....13

LIST OF FIGURES………………………………………………………………………….…..15

ABSTRACT………………………………………………………………………………...……16

CHAPTER ONE: INTRODUCTION…………………………………………………….……..18

1.1 Introduction……...…………………………………………………….…………………....18

1.2 Statement of the problem…………………………………………………………………..20

1.3 The notion of vocabulary…………………………………………………………………..22

1.4 Overview of the study……………………………………………………………………....24

1.5 Purpose of the study…….………………………………………….……………………....25
1.5.1 Importance of the study……………………………………………………….....27

1. 6. Definition of important terms……………………………………………………….....…27
1.6.1 Implicit learning…………………………………………………………………..27
1.6.2 Explicit learning…………………………………………………………………..28
1.6.3 Immediate retention……………………………………………………………....28
1.6.4 Delayed retention………………………………………….……………….......…28
1.6.5 Hypertext……………………………………………………………………….....29

1. 7 Research questions………………………………………………………………………....29

1. 8. Hypotheses………………………………………………………………………………....30

1. 9 Structure of the dissertation………………………………………………………………31

CHAPTER TWO: REVIEW OF THE LITERATURE…………………………………………33

2.1 Introduction…………………………………………………………………………………33

2.2 Theoretical background of the study……………………………………..…………….…33
2.2.1 Dual Coding Theory……………………………………………………………...35
2.2.2 Deep processing theory…………………………………………………………...36
2.2.3 Involvement Load Theories……………………………………………………...37
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TABLE OF CONTENTS – Continued

2.3 Technology, teaching, and learning………………………………………………………..38
2.3.1 Hypertext theory…………………………………………………….…………....39
2.3.2 Cognitive theory of multimedia……………………………………………….…41

2.4 Vocabulary learning through reading…………………………………………………….42

2.5 Vocabulary instruction……………………………………………………………………..45
2.5.1 Direct or indirect instruction.................................................................................46
2.5.2 Implicit or explicit vocabulary instruction and learning……………………....48
2.5.2.1 Implicit learning of vocabulary………………………………………....48
2.5.2.2 Explicit learning of vocabulary………………………………………....54
2.5.3. Implicit learning of languages…………………………………………………..57
2.5.4 Explicit learning of languages…………………………………………………....59
2.5.5 Bidimentional framework…………………………………………………….….61
2.5.6 Grammar-based implicit and explicit teaching……………………………...…64
2.5.7 Production and recognition………………………………………………….…..70

2.6 Vocabulary learning and strategy use…………………………………………………….70
2.6.1 Strategy use…………………………………………………………………….....75

2.7 The role of CALL in learning vocabulary………………………………………………..76
2.7.1 Research in CALL……………………………………………………………….76
2.7.2 Second language acquisition and multimedia learning......................................77
2.7.3 Glosses…………………………………………………………………………….80
2.7.4 Visible and invisible glosses...................................................................................81
2.7.5 Hypertext in vocabulary learning…………………………………………….....83
2.7.6 The effectiveness of dual annotations in vocabulary learning………………...89

2.8 CALL and text comprehension…………………………………………………………....97
2.8.1 Comprehension……………………………………………………………….....100
2.9 Vocabulary retention……………………………………………………………………...102
2.9.1 Vocabulary learning principles………………………………………………...102
2.9.2 The role of attention in learning vocabulary…………………………………..107
2.9.3 Deep processing and retention………………………………………………….108
2.9.4 Retention………………………………………………………………………....109

2.10 Motivation and foreign/second language learning……………………………………..111

2.11 Summary……………………………………………………………………………….....115
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TABLE OF CONTENTS – Continued

CHAPTER THREE: METHODOLOGY……………………….……………………………...117

3.1 Introduction………………………………………………………………………………..117

3.2 Research questions……………………………………………………………………….. 119
3.2.1 Research question 1……………………………………………………………..120
3.2.2 Research question 2……………………………………………………………..120
3.2.3 Research question 3…………………………………………………………..…121

3.3 Hypotheses…………………………………………………………………………………122
3.3.1 Hypothesis 1………………………………………………………………….......122
3.3.2 Hypothesis 2………………………………………………………………….......124

3.4 Research design………………………………………………………………………...….125
3.4.1 Experimental conditions…………………………………………………..…….125
3.4.1.1 The implicit condition……………………………………………….....126
3.4.1.2 The explicit condition…………………………………………………..127
3.4.1.3 Annotations…………………………………………………………….127
3.4.2 Variables and instrumentation………………………………………...……….129
3.4.2.1 Experimental variables………………………………………………...130
3.4.2.2 Independent variables……………………………………………….....130
3.4.2.3 Dependent variables………………………………………………...….131
3.4.2.4 Demographic variables……………………………………………..….131
3.4.3 Type of motivation………………………………………………………………132

3.5 Subjects…………………………………………………………………………………….133

3.6 Materials………………………………………………………………………………...…134
3.6.1 Software preparation…………………………………………………………....135
3.6.2 Selection of the reading text…………………………………………………….137
3.6.3 Background questionnaire……………………………………………………...139
3.6.4 Measurement tools………………………………………………………………141
3.6.4.1 The recall protocol……………………………………………………..141
3.6.4.2 The immediate post-test………………………………………………..142
3.6.4.3 The post-reading questionnaire…………………………………..……144
3.6.4.4 The delayed posttest……………………………………………………145
3.6.4.5 Exit questionnaire…………………………………………..………….146
3.6.5 Piloting the materials……………………………………………………………146

3.7 Data collection………..……………………………………………………………………147
3.7.1 Setting and timing of the study………………………………………………....148
3.7.2 Group assignment procedure…………………………………………………...148
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TABLE OF CONTENTS - Continued

3.7.3 Duration of the treatment………………………………………………………150
3.7.4 The reading activity………………………………………………………..……151
3.7.4.1 Screen display………………………………………………………....,.152
3.7.5 Implicit group........................................................................................................154
3.7.6 Explicit group…………………………………………………………………....156
3.7.7 The immediate posttest……………………………………………………….....158
3.7.8 The recall protocol………………………………………………………………159
3.7.9 The post-reading questionnaire……………………………………………...…160
3.7.10 The delayed post-test…………………………………………………………..161
3.7.11 The exit questionnaire…………………………………………………………161

3.8 Coding and scoring procedures……………..……………………………………………162
3.8.1 Background questionnaire …………………………………………………..…162
3.8.2 The Multiple-Choice vocabulary test ………………………………………….163
3.8.3 The recall protocol………………………………………………………………164
3.8.4 The exit questionnaire………………………………………………………..…165

3.9 Data analysis…………………………………………………………………………….…165
3.9.1 Additional analysis …………………………………………………………...…166

3.10 Summary………………………………………………………………………………….166

CHAPTER FOUR: RESULTS…………...…………………………………………………….168
4. 1 Introduction……………………………………………………………………………….168

4. 2 The subjects……………………………………………………………………………….169

4.3 Research questions………………………………………………………………………..173
4.3.1 Research question # 1……………………………………………………………….173
4.3.1.1 The effect of implicit vocabulary teaching and learning on the
comprehension scores of the implicit group…………………………………..173
4.3.1.2 Descriptive statistics of the comprehension scores of the implicit group…….175
4.3.1.3 The effect of explicit vocabulary teaching and learning on the comprehension
scores of the explicit group……………………………………………………177
4.3.1.4 Descriptive statistics of the scores of the explicit group on the comprehension
test………………………………………………………………………………179
4.3.1.5 Performance difference between the implicit and explicit groups on the
comprehension test…………………………………………………………….180
4.3.1.6 Gloss access patterns of the two groups……………………………………….182

4.4 Research question # 2 …………………………………………………………………….183
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TABLE OF CONTENTS – Continued

4.4.1 Immediate retention scores of the implicit group ………………………….…184
4.4.2 Immediate retention scores of the explicit group…………………………...…187
4.4.3 Performance difference between the implicit and explicit groups on the
immediate retention test………………………………………………………189
4.4.4 The effects of implicit and explicit teaching of vocabulary on delayed
retention ……………………………………………………………….………192
4.4.4.1 Delayed retention scores of the implicit group……………………...…192
4.4.4.2 Descriptive statistics of the delayed retention scores of the implicit
group…………………………………………………………………………...193
4.4.4.3 Delayed retention scores of the explicit group……………….…….…197
4.4.4.4 Descriptive statistics of the delayed retention scores of the explicit
group…………………………………………………………………………...198
4.4.4.5 Performance difference between the implicit and explicit groups on
the delayed retention test…………………………………………...……..…..200
4.4.5 Performance difference between the two groups on the delayed retention
test………………………………………………………………………………...……203
4.4.6 Summary of the different test results……………………………………….…205
4.4.7 Intercorrelations between the experimental variables……………………….207

4.5 Research question # 3 ……………………………………………………………………211
4.5.1 Motivation categories and coding……………………………………………....211
4.5.2 Means and standard deviations of the comprehension scores by motivation
group in the implicit condition ………………………………………………213
4.5.3. Means and standard deviations of the comprehension scores by motivation
group in the explicit condition ……………………………………………….215
4.5.4 Means and standard deviations of the immediate retention scores by
motivation group in the implicit condition ……………………………….…216
4.5.5 Means and standard deviations of the immediate retention scores by
motivation group in the explicit condition ………………………………..…217
4.5.6 Means and standard deviations of the delayed retention scores by motivation
group in the implicit condition …………………………………………...…219
4.5.7 Means and standard deviations of the delayed retention scores by motivation
group in the explicit condition ………………………………………………220
4.5.8 Summary of the change of the scores under the two conditions…………......222

4.6 Tendencies…...…………………………………………………………………………….225

4.7 Additional analysis of variance (ANOVA)........................................................................226
4.7.1 Regression analysis…………………………………………………………...…228

4.8 Additional comments…………………………………………………………………...…230
4.8.1 The vocabulary teaching program……………………………………………..231