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ERIC Number: ED412502
Record Type: Non-Journal
Publication Date: 1997-Oct-18
Pages: 14
Abstractor: N/A
Reference Count: N/A
Reading English as a Second Language with Vocabulary Definitions: Cognitive Load Effects on Comprehension and Vocabulary Learning.
Yeung, Alexander Seeshing
Two experiments were conducted to examine the effects of cognitive load management using vocabulary definitions in reading passages for readers of English as a second language (ESL) with different levels of expertise who were attending school in Hong Kong. Experiment 1 found that vocabulary definitions integrated within a passage (integrated format) improved fifth graders' comprehension, whereas a separate vocabulary list (separated format) improved vocabulary learning. Experiment 2 found that the integrated format improved eighth graders' vocabulary learning, whereas the separated format improved comprehension. The efficiency of instruction depends partly on its ability to manage cognitive load associated with the learning task. An identical presentation format may facilitate learning by reducing cognitive load but may interfere with learning either through split-attention or redundancy effects, depending on the expertise of the learner. (Contains 28 references and 2 tables of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong