The Influence of Visualization in Book Content on Language Processing and Memory
Keywords:
Visualization, Phonetic Processing, Mandarin, Memory Retention, Second Language Learning.
Abstract
This study explored the effects of visualization and phonetic processing on comprehension and memory retention in learning Mandarin as a second language. Through an experiment involving three conditions: pinyin, black-and-white pictures, and colored pictures, the study evaluated participants’ accuracy and reaction time in completing visual and phonetic-based tasks. The results showed that visual cues, especially colored pictures, increased response accuracy and decreased reaction time compared to pinyin and black-and-white pictures. These findings suggest that visualization not only aids vocabulary recall but also facilitates faster cognitive processing, potentially reducing students’ cognitive load. Implications for Mandarin teaching include the importance of using appropriate visual teaching materials to support learning and memory retention at the beginner level. These results contribute to the growing body of evidence supporting the effectiveness of multimodal learning and the importance of tailoring teaching methods to learners’ cognitive characteristics.
References
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3. Boers, F., Warren, P., Grimshaw, G., & Siyanova-Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709-725.
4. Chung, D. T. K. (2023). The Efficacy of Visual Aids in Enhancing Vocabulary
Acquisition in EFL Classes. International Journal of Social Science and Human
Research, 6(10), 6397–6403.
5. Cunnings, I. (2017). Parsing and working memory in bilingual sentence processing. Bilingualism: Language and Cognition, 20(4), 659-678.
6. Farjami, H., & Amirian, M. (2013). Relationship between EFL learners’ perceived social self-efficacy and their foreign language classroom anxiety. Journal of English Language Teaching and Learning, 4(10), 77-103.
7. Fitriani, S. S., Erdiana, N., & Samad, I. A. (2019). Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design. International journal of language education, 3(2), 27-40.
8. Hamrick, P., Lum, J. A., & Ullman, M. T. (2018). Child first language and adult second language are both tied to general-purpose learning systems. Proceedings of the National Academy of Sciences, 115(7), 1487-1492.
9. Kawahara, M. (2021). Exploring the Effects of Mental Imagery in the Solution Focused Approach. Open Journal of Medical Psychology, 10(02), 36-46.
10. Kibar, P. N., & Akkoyunlu, B. (2016). University Students' Visual Cognitive Styles with respect to Majors and Years. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 321-333.
11. Lam, C. X., & Arwood, E. L. (2017). Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing. Sino-US English Teaching, 14(5), 286-298.
12. Mahalingam, K., & Md Yunus, M. (2017). Good language learners and their strategies: An insight. Proceedings of the ICECRS, 1(1), 359-366.
13. Muraki, E. J., Dahm, S. F., & Pexman, P. M. (2023). Meaning in hand: Investigating shared mechanisms of motor imagery and sensorimotor simulation in language processing. Cognition, 240, 105589.
14. Peters, E. (2019). The effect of imagery and on‐screen text on foreign language vocabulary learning from audiovisual input. TESOL quarterly, 53(4), 1008-1032.
15. Pienemann, M. (2015). An outline of processability theory and its relationship to other approaches to SLA. Language Learning, 65(1), 123-151.
16. Robinson, P. (2011). Task‐based language learning: A review of issues. Language learning, 61, 1-36.
17. Song, L. (2012). On the Variability of Interlanguage. Theory & Practice in Language Studies (TPLS), 2(4).
18. Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second language research, 34(1), 39-65.
19. Wang, L., & Liu, H. (2016). Syntactic differences of adverbials and attributives in Chinese-English code-switching. Language Sciences, 55, 16-35.
20. Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye‐tracking study. The Modern language journal, 97(1), 254-275.
21. Yin, L. W. (2017). Probes Into Application of Multi-media Technology in Teaching Chinese as the Second Language Acquisition Class. Sino-US English Teaching, 14(3), 154-156.
22. Zahra, D. A., Nasrullah, N., & Rosalina, E. (2023). Investigating Language Ego as an Affective Factor Influencing Second Language Acquisition in the Learning Process. Tell: Teaching of English Language and Literature Journal, 11(1), 46-54.
Published
2024-11-13
How to Cite
Adi, D. P., Avenida, Q., Sugiarti, T., Lianisyah, U. Y., & Rudiansyah. (2024). The Influence of Visualization in Book Content on Language Processing and Memory. International Journal of Science and Society, 6(4), 95-119. https://doi.org/10.54783/ijsoc.v6i4.1307
Section
Articles
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