The Impact of Input Modality on Metonymic Word Learning: Exploring Incidental and Intentional Learning in Native and Non-Native English Speakers

Abstract

The acquisition of metonymic words in second language contexts has received limited attention in vocabulary research, despite their importance for effective language comprehension and communication (Littlemore, 2015). This thesis addresses this gap through a series of studies exploring how native and non-native English speakers acquire metonymic words under various input conditions. By examining both incidental and intentional learning across diverse input modalities and three metonymic patterns, ‘object for color’, ‘product for producer’, and ‘object used for user’, the research provides critical insights into how learners integrate novel meanings into their existing lexicons, as well as the interplay between instructional design, proficiency levels, and metonymic word learning.

In the research, word knowledge acquisition was assessed through form and meaning recall and recognition tests conducted immediately after learning. Chapters 4, 5, and 6 focus on incidental learning, examining three different input modalities. Chapter 4 evaluates the effectiveness of audio-visual input compared to control groups with no input. The results demonstrate that audio-visual input facilitates metonymic word learning for both native and non-native speakers. Chapter 5 investigates the impact of integrating written input with audio-visual stimuli, comparing it to audio-visual input alone. Findings reveal that adding written input significantly enhances metonymic word acquisition. For native speakers, it improves their receptive knowledge of word forms and meanings. For non-native speakers, it boosts both their receptive and productive knowledge of word forms. However, the inclusion of written input also results in a decrease in non-native learners’ receptive knowledge of word meanings, highlighting both the advantages and challenges associated with this input modality. Chapter 6 explores the effects of textual input enhancement in written input combined with audio-visual stimuli, comparing it to an unenhanced condition. Enhanced input benefits non-native speakers, particularly by improving their receptive knowledge of word forms and meanings. Conversely, for native speakers, the enhancement fails to improve productive or receptive knowledge of word meanings and forms; in fact, it diminishes their receptive knowledge of word forms compared to the unenhanced condition. These findings underscore the differential impact of textual input enhancement on native and non-native learners.

Chapter 7 shifts focus to intentional learning, comparing three input modes: providing meanings only, combining meanings with audio-visual input, and supplementing audio-visual input with metonymic pattern labels. Findings show that all intentional input modes significantly improve metonymic word acquisition, though their effectiveness varies based on the specific aspect of word knowledge being tested and learner proficiency.

The studies collectively underscore the pivotal role of proficiency (i.e., native speaker vs. non-native speaker performance) in metonymic word acquisition. Native speakers consistently outperform non-native learners, emphasizing the impact of proficiency on learning outcomes. Additionally, incidental learning conditions reveal variations in the acquisition of different metonymic patterns among the two groups. However, under intentional learning conditions, native speakers achieve consistent success across metonymic patterns, whereas non-native learners continue to exhibit disparities.

In sum, this thesis advances our understanding of metonymic word learning by demonstrating how modality, proficiency, and metonymic patterns shape learning outcomes. It provides empirically grounded recommendations for instructional practices, emphasizing the need to tailor input modalities to learner proficiency and instructional goals. The findings present practical implications for designing effective multimodal instructional materials and contributes to theoretical perspectives on second language vocabulary acquisition.