Dual-Modality Input in Repeated Reading for Foreign Language Learners with Different Learning Styles

By Liu, Yeu-Ting; Todd, Andrew Graeme | Foreign Language Annals, Winter 2014 | Go to article overview

Dual-Modality Input in Repeated Reading for Foreign Language Learners with Different Learning Styles


Liu, Yeu-Ting, Todd, Andrew Graeme, Foreign Language Annals


(ProQuest: ... denotes non-US-ASCII text omitted.)

Introduction

Language teaching professionals have tended to champion a "more is more" approach, a conviction reflected in the query: "What more can I do to enhance the depth of my students' learning?" (Han, Park, & Combs, 2008). From this perspective, increases in learning are often believed to occur when material is presented in two modalities simultaneously (Leveridge & Yang, 2013a, 2013b; Wagner & Toth, 2014), a belief that researchers have justified by drawing on insights from cognitive studies, including dual-modality theory, which underpins the practices of many pedagogical and research frameworks such as repeated reading (e.g., Allport, Antonis, & Reynolds, 1972; Han & Chen, 2010; Leveridge & Yang, 2013a, 2013b; Low & Sweller, 2005).

According to dual-modality theory, there are separate mental representations for visual and auditory information, and new information simultaneously presented in both visual and auditory modalities forms more sophisticated memory traces, thus facilitating retrieval (Baddeley, 2003; Jackson, 2012; Lee & Young, 1974; Paivio, 1991). Much of the empirical evidence supporting dual-modality theory comes from two strands of research: (1) research showing that memory of auditory material is greatly enhanced if the learner is engaged in developing a corresponding mental image (e.g., Anderson & Bower, 1974, 2013), and (2) research indicating that written material is better retained if one develops a phonological association with the contents (Allport etal., 1972; Brown & Perry, 1991). The clear implication of such research is that language input simultaneously presented in both visual and auditory modalities enhances the depth of information encoding and leverages the retention of newly learned information. Simply put, dual-modality input leads to better learning outcomes than single-modality input (Low & Sweller, 2005).

In the domain of language pedagogy, the merits of dual-modality instruction still require further empirical investigation. Existing research has explored the efficacy of dual-modality L2 instruction but without taking learning style differences into consideration (e.g., Diao & Sweller, 2007; Nassaji, 2004). That L2 research be conducted on the dynamic between dual-modality input and learning style is vital because, if Dunn and Griggs (1988) are right, different learning styles "make the same teaching method wonderful for some and terrible for others" (p. 3).

To address this gap in the L2 dualmodality research, this study targeted collegeage foreign language learners and investigated the role of dual (visual plus auditory) and single (visual-only) modalities in repeated reading, a pedagogical technique that was initially used to enhance reading comprehension but recently also employed to promote vocabulary development (see Han & Chen, 2010; Webb & Chang, 2012; Zahar, Cobb, & Spada, 2001). Furthermore, this study explored whether the efficacy of repeated reading implemented using both dual and single modalities varied according to an individual L2 learner's preferred learning style (Gilley, 1975), be that visual, auditory, or balanced, in order to understand the optimal repeated reading implementation environment for L2 learners of different learning styles.

Literature Review

The literature review first discusses optimal ways to assess visual-auditory learning styles. To contextualize the investigation of possible impact of learning styles on the efficacy of the dual-modality input in repeated reading, the literature review then summarizes findings of first language (L1) research across several disciplines on the role of dual-modality input and addresses how dual-modality input is implemented in repeated reading. Following the review of L1-based research, the way in which both repeated reading and dual- dality have been investigated in the L2 context in relation to reading comprehension and vocabulary development is considered. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Dual-Modality Input in Repeated Reading for Foreign Language Learners with Different Learning Styles
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.