ABSTRACT This article describes sum of two units studies that examined the efficiencys of pictorial and written annotations forward second language (L2) vocabulary learning from a multimedia environment.

ABSTRACT

This article describes sum of two units studies that examined the efficiencys of pictorial and written annotations forward second language (L2) vocabulary learning from a multimedia environment. In the pair studies, students were randomly assigned to united of four aural multimedia groups: a govern group that received no annotations, and three treatment assemblages that provided written, pictorial, or the one and the other written and pictorial annotations while listening. In the first inquiry students in the three treatment clumps recognized English translations or pictorial representations of French keywords better than the reign over group that received no annotations during listening. In the next to the first study, students produced English translations