The principle and effect of redundancy in the retention and transfer of idiomatic expressions in english as a foreign language
Keywords:multimodal learning, the redundancy principle and effect, idiomatic expressions, English as a Foreign Language
The principle and effect of redundancy seem to hinder learning in several domains. In this paper we report on a study that intended to find out whether such redundancy has also negative effects on the learning of idiomatic expressions in English as a Foreign Language. The subjects were two groups of college students exposed to two kinds of multimodal presentations: one group to on-screen text, narration and static images and the other to on-screen text and narration. According to the redundancy principle, the former presentation contains a redundant element that would lead to cognitive overload. Although results show no major differences between the two groups concerning retention, in transfer differences were found that may be attributed to the semantic features of the vocabulary presented.
Abel, B. (2003). English idioms in the first and second language lexicon: a dual representation approach. Second Language Research, 19(4), 329-358.
Collis, H. (2007). 101 American English Idioms. Nueva York, NY: McGraw Hill.
Dubois, M., & Vial, I. (2000). Multimedia design: The effects of relating multimodal information. Journal of Computer Assisted Learning, 16, 157-165.
Farías, M., Obilinovic, K., & Orrego, R. (2007). Implications of multimodal learning models for foreign language teaching and learning. Colombian Applied Linguistics Journal, 9, 174-199.
Farías, M., Obilinovic, K., & Orrego, R. (2011). Engaging multimodal learning and second/foreign language education in dialogue. Trabalhos de Lingüística Aplicada, 50(1), 133-151.
Farías, M., & Orrego, R. (2008). Developing critical digital literacy in Chilean language education. En J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 2571-2576). Chesapeake, VA: AACE.
Irujo, S. (1986). Don't put your leg in your mouth: transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20, 287-304.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1-17.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371.
Kress, G. (2008). Miguel Farías entrevista a Gunther Kress. En M. Farías & K. Obilinovic (Eds.), Aprendizaje multimodal/Multimodal learning (pp. 15-21). Santiago, Chile: Publifahu Usach.
Mayer, R. (2001). Multimedia learning. Cambridge, Inglaterra: Cambridge University Press.
Mayer, R. (2002). Cognitive theory and the design of multimedia instruction: An example of the two- way street between cognition and instruction. En D. Halpern & H. Milton (Eds.), Applying the science of learning to university teaching and learning (pp. 55-71). San Francisco, CA: Jossey-Bass.
Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive contraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
Mayer, R. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual- processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.
Mayer, R. & Sims, K. (1994). For whom is a picture worth a thousand words? Extensions of a dual- coding theory of multimedia Learning. Journal of Educational Psychology, 86(3), 389-401.
Metri Group. (2008). Multimodal learning through media: What the research says. Recuperado de http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
Plass, J. (1998). Design and evaluation of the user interface of foreign language multimedia software: a cognitive approach. Language Learning & Technology, 2(1), 40-53. Recuperado de http://llt.msu.edu/vol2num1/article2/
Plass, J., Chun, D., Mayer, R., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
Plass, J., & Jones, L. (2005). Multimedia learning in second language acquisition. En R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). Nueva York, NY: CUP
Sweller, J. (2002). Visualisation and instructional design. En R. Ploetzner (Ed.), Proceedings of the International Workshop on Dynamic Visualizations and
Learning (pp. 1501-1510). Tübingen, Alemania: Knowledge Media Research Center.