Dual Coding Theory

ㅇ Purpose
The purpose of this study is to explore the effect of two types of presentation formats (textual and imagery) involving online restaurant reviews (ORRs). The study examines ORRs on the basis of review usefulness and review enjoyment; the study investigates the effects of the two presentation formats on review usefulness and review enjoyment.

ㅇ Design/methodology/approach
Data from 1,776 reviews were collected from Yelp.com using a Web data-harvesting technique. Hypothesized relations in the model were tested by Tobit regression analysis.

ㅇ Findings
Empirical results show that different formats of ORRs affect review usefulness and review enjoyment in different manners; whereas both attributes of textual format (review length and readability) affect review usefulness, both aspects of imagery format (physical environment images and food and beverage images) are positively related to review enjoyment. However, review length and food and beverage images are the most important factors affecting both review usefulness and review enjoyment. In particular, the relation between the two formats of ORRs and review usefulness is mediated by review enjoyment.

ㅇ Research limitations/implications
The focus of this study is the two formats of ORRs in terms of dual coding theory and the mediating role of review enjoyment. The findings help online review website organizers manage the operation of various review formats in a proper manner. Managers can effectively select those formats that would achieve the desired effect.

ㅇ Originality/value
Unlike previous studies on the relation of attributes to online reviews, this study examines the perceptions of ORRs’ usefulness and enjoyment. In addition, this study encompasses diverse ORR factors (review length, review readability, physical environment images, food and beverage images) for a more comprehensive interpretation of ORRs.

This paper examines the research evidence behind two alternate and mutually exclusive learning models-learning styles and dual coding. The most common incarnation of each model is based on learning modalities, and each makes predictions about how learners process auditory and visual stimuli. Learning styles have found wide acceptance in public perception and throughout education at all levels, yet the majority of empirical research suggests that the model is not accurate and that learning styles instruction has no effect on student learning. Dual coding is more strongly supported by empirical research yet less well known and less commonly used in practice. The analysis examines evidence from a wide variety of sources, including experimental studies, correlational research, teacher-education texts, and neuroimaging studies. The findings reveal that dual coding is likely to be the more accurate model and that it offers more potential for both research and in practical application.

The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

This quantitative, ex post facto study examined the impact a districtwide high school one-to-one mobile technology initiative had on the number of 10th grade students in the Forney Independent School District (ISD)(Texas) who passed their standardized TAKS tests during the 2010 academic year. The research study used annual public Forney ISD (Texas) data obtained from the Texas Education Agency (TEA) website. The study compared the 2009 academic year when 10th grade students (n= 520) did not have one-to-one mobile technology and the 2010 academic year when 10th grade students (n= 530) were able to use one-to-one mobile technology as their personal school and home device. Findings from the study determined if there was a statistically significant relationship between one-to-one mobile technology and the number of 10th grade students who passed their standardized TAKS tests during the 2010 academic year. With a chisquare critical value of 3.84 the results of the study showed a statistically significant relationship between the number of 10th grade students who passed their TAKS tests in 2010 with one-to-one mobile technology. In 2010, the number of 10th grade students who passed the English Language Arts test increased by 5%(92% to 97%) with a chi-square statistic of 12.86. The number of students who passed the Math test increased by 18%(65% to 83%) with a chi-square statistic of 44.39. The number of students who passed the Science test increased by 12%(70% to 82%) with a chi-square statistic of 21.04. The number of students who passed the Social Studies test increased by 6%(90% to 96%) with a chi-square statistic of 14.79. The number of 10th grade students who passed all of their TAKS tests increased by 18% (57% to 75%) with a chi-square statistic of 38.67. The theoretical framework was constructed by the dual coding theory of Alan Pavio and the multiple intelligence theory of Howard Gardner.

Mandarin Chinese is written using characters whose appearance does not bear a direct relationship to their pronunciation. Teachers and learners of Chinese therefore use a Romanisation system, pinyin, for representing the sound of each character. Dual Coding Theory (DCT; Paivio, 1991) and Ehri’s (1992) theory of word learning indicate that knowledge of a word’s orthographic representation in a shallow-depth orthography such as pinyin should reinforce the phonological form of that word in the learner’s memory. On the other hand, pedagogists are divided concerning whether extensive use of pinyin helps or hinders learners’ ability to recall meanings of vocabulary presented only in Chinese characters (Xing, 2009; Packard, 1990). This dissertation presents the results of a cross-sectional study examining the relationship between proficiency in pinyin and the ability to recall meanings of vocabulary items presented aurally on one hand, and in characters on the other. 71 students of Chinese at an independent school in England were tested on their vocabulary recall knowledge and their accuracy in pinyin transcription. They were also asked about the strategies they used for learning vocabulary and their attitudes towards pinyin. The results showed that firstly, most participants made extensive use of pinyin when learning new vocabulary, regardless of teaching methodology in their class. Secondly, there was a significant, medium correlation between pinyin ability and knowledge of vocabulary encountered aurally, consistent with DCT and Ehri’s (1992) theory of word learning. This does not necessarily indicate a cause-effect relationship, however, and could be due to the positive effects of second language phonological awareness on both skills. Finally, there was no correlation between pinyin proficiency and character recognition. Thus a higher ability in pinyin appears to neither help nor hinder the acquisition of the orthographic form of new vocabulary in L2 Chinese.

Volume 2, Number 1                                                                                                                    pp.3-17

Harnessing the Use of Visual Learning Aids in the English Language Classroom

Romana Dolati
Prof. Dr. Cameron Richards University Technology Malaysia

Abstract

There has been increasing interest in the use of visual learning aids in education. Suc interest is in part due to the role of dual coding theory to make educators aware of th important role of visual as well as verbal tools and technologies – especially with a younge generation of learners familiar with the visual interface of multimedia and interne technologies. Because of the directly verbal nature of language teaching and learning, man language teachers are either often not aware of or underestimate the potentially constructiv role visual learning aids can play in enhancing the language learning classroom. This pape will investigate the ways in which visual learning aids might be used by teachers of Englis as second or foreign language to enhance the learning of their students. It will report on th findings and insights achieved in a postgraduate research project which explored the proposa that visual learning aids can significantly enhance the English language classroom.

Keywords: Visual learning aids, dual coding theory, language education

In a previous  study,  Paivio  and  Lambert  (1981)  reported  superior  recall
for  imaged  than for verbally  coded  words and superior  recall for bilingually  than
unilingually  coded  words in French-English  bilinguals.  While  these  results
support a dual  coding  view of bilingual  memory,  they do  not rule out a
levels-of-processing  account,  since the bilingual  coding  task  (translation)  involved a deeper level of processing  than the unilingual one (copying). In the
present  study, a synonym generation  task was compared to translation, copying,
and imaging in  Spanish-English bilinguals and English  monolinguals.  Although words  in the synonym condition  were  better  recalled  than  copied  words,  imaged
and  translated  words  were better  remembered  than  synonyms. It  is argued  that
a dual  coding  view  offers a more  parsimonious  account  of these  findings.

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

The present chapter addresses the relations between worry, thoughts, and images. It is organized into three parts. Part 1 outlines T. D. Borkovec’s avoidance theory of worry, namely that worry reduces aversive imagery. Part 2 considers two mechanisms by which worry may reduce imagery, namely limitation of processing resources and verbal abstraction. Moreover, as there is little evidence for the first, but some evidence for the latter, Part 2 presents a new conceptual model of the relations between worry, thoughts, and images. Part 3 presents a brief outline beyond anxiety research on how avoidance theory and the verbal abstraction hypothesis may relate to the phenomenon of ruminative coping with depression.

This  study  compares  the  effectiveness  of  using  pictures  to  that  of using  online  dictionaries in teaching metaphorical expressions to 50 Arabic-speaking EFL learners studying English  (2)  at  Al  Ain  University  in  the  United  Arab  Emirates.  The  study  adopts  a  pre-  and  post-test  experimental  design  to  measure  the  participants’  comprehension of English metaphorical expressions before and after the treatment. To this  end,  the  participants  were  divided  into  two  treatment  groups:  Group  A  (25  participants), which was exposed to the learning material using an overhead projector and pictures; and Group B (25 participants), which was exposed to the material using an  online  dictionary  and  matching  exercises.  A  comprehension  test  that  required  the  participants to provide meanings to the target metaphorical expressions was employed as  the  pre-  and  post-test.  The  results  reveal  that  while  both  groups  improved  on  the  post-test,  Group  A  outperformed  Group  B  as  demonstrated  by  the  results  of  a  paired  sample  t-test.  The  results  also  show  that  all  participants  found  certain  types  of  metaphor  particularly  challenging,  i.e.  Type  6,  and  this  is  ascribed  to  the  conceptual  and  linguistic  differences  between  L1  and  L2.  The  study  concludes  with  some  recommendations for future research.

One of the difficulties of teaching English is the prosody, including the stress. French learners have difficulties to encode this information about the word because it is irrelevant for them. Therefore, they have difficulty to produce this stress when they speak that language. Studies in this area have concluded that the dual-coding approach (auditory and visual) of a phonetic phenomenon helps a lot to improve its perception and memorization for novice learners. The aim of our work is to provide English teachers with an authoring named SaCoPh for editing multimedia courses that support this approach. This course is based on a template that fits the educational aspects of phonetics, exploiting the features of version 3.0 of the standard SMIL (Synchronized Multimedia Integration Language) for the publication of this course on the web.

ABSTRACT:
Differentiated instruction has come to dominate the field of public education, and with that development teachers and teacher education programs have attempted to identify methods that may be used in the classroom to successfully differentiate for students. One of the most common methods of differentiation has been to focus on sensory modalities- learning through visual, auditory/linguistic, and to a somewhat lesser extent kinesthetic means. Thus, content is formatted to appeal to either visual senses or, alternately, auditory/linguistic senses. This has come to be associated with learning styles instruction which is based on the matching (or meshing) hypothesis. This hypothesis posits that students have a preferred sensory modality for instruction (i.e. they may be a visual learner or an auditory/linguistic learner), and if the teacher presents material in their preferred modality (i.e. auditory/linguistic instruction for auditory/linguistic learners), then learning will be enhanced. This assertion has been widely adopted in public schools, universities, teacher education programs, and textbooks in countries around the world. However, research has consistently shown that the matching hypothesis is not correct and that tailoring instruction to students’ purported learning styles does not benefit learning. Instead, research in education, psychology, and neuroscience supports dual coding as a more accurate model. Dual coding suggests that humans have separate but related cognitive systems for processing auditory and visual information. If too much auditory (i.e. verbal/linguistic) information is presented to students, then they experience cognitive overload and much of the information is not retained. But if instead verbal information is limited and paired with related visual information, then the visual processing systems are engaged which essentially increases memory storage capacity and thus promotes retention. So regardless of students’ purported learning style, all students and humans in general tend to learn better and retain more when auditory and visual information are combined. The implication this has for the classroom is that teachers should strive to include visual material such as pictures, images, charts, graphs, drawings, illustrations, PowerPoints, videos, etc. that support the concepts that are being communicated through written and verbal academic language. There is no need for teachers to assess students’ learning styles or to try to construct lessons based on them. Instruction should be based on specifics of the content (i.e. science via experimentation and math with graphs) rather than based on sensory modalities without regard to the academic content.

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

According to the Dual-Coding Theory (Paivio & Desrochers, 1980), words that are associated with rich visual imagery are more easily learned than abstract words due to what is termed the concreteness effect (Altarriba & Bauer, 2004; de Groot, 1992, de Groot et al., 1994; ter Doest & Semin, 2005). The present study examined the effects of attaching visual imagery to abstract words through use of a meaning recall test. Eighty-seven American university students of first-year Spanish participated in the study. Participants were placed in either picture or non-picture groups and were given a treatment of 12 abstract and 12 concrete words. The treatment included three input phases lasting approximately 17 minutes. The posttest and delayed posttest involved a meaning recall test to measure receptive knowledge in which participants were supplied the L2 lexical item and asked to write the L1 translation. The results indicated that participants in the abstract picture group outperformed those in the abstract non-picture group on both posttest and delayed posttest; however, no such effect was found for concrete words. Findings suggest that meaning recall of abstract words can be facilitated by usage of metaphorical, emotive, or symbolic imagery.