BOOK OF ABSTRACTS - EUROSLA

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Conditions for vocabulary acquisition in multi-modal and multilingual
environments
Philip Shaw 1 , Aileen Irvine 2 Hans Malmström 3 , Spela Mezek 1 , Diane
Pecorari 4
1 2 3
Stockholm University, Edinburgh University, Chalmers University of
Technology, 4 Mälardalen University,
The success of vocabulary acquisition has been shown to depend on the
frequency of and conditions for exposure, for example the way in which
teachers draw students’ attention to items. There is no reason to believe that
this does not apply to terminology as well as more general words.
Many students in Europe and elsewhere receive multi-modal and
multi-lingual exposure to disciplinary terminology when they read
course materials in English but are taught in the local language and
many teachers believe this parallel-language environment is beneficial
for learning disciplinary English terminology.
This paper reports on an experiment which addresses the general question
of whether English terminology learning actually happens in the parallellanguage
environment provided by Swedish university courses. More
specifically, the paper tests the extent to which various attention-drawing
strategies used by teachers are beneficial for vocabulary enhancement.
The experiment was designed to mirror the parallel-language
environment. Students were asked to read a short textbook-like text in
English which explained some technical terms. They were then given a short
lecture in Swedish where some of the terms from the reading were
mentioned. In the lecture, various strategies were used to draw students’
attention to the terms, e.g. writing the term on the board, saying the term in
English, or both in English and Swedish. A pretest/posttest/delayed posttest
procedure was in place to measure whether any terms were learnt and which
attention drawing strategies were more or less beneficial.
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