The Cambridge Handbook of Multimedia Learning: Multimedia Learning in Second Language Acquisition

Abstract In this chapter, we discuss research on second-language acquisition with multimedia. We propose a model of cognitive processing in second-language acquisition that is based on interactionist models and on a cognitive theory of multimedia learning (CTML). For each of the major phases in this model, we discuss the cognitive processing involved, describe how multimedia can be used to support these processes, and report what the research says about the effectiveness of such multimedia support. We discuss limitations of existing research, derive implications for cognitive theory as well as for designers of instructional multimedia materials for second-language acquisition, and suggest directions for future research. What Is Second-Language Acquisition with Multimedia? Introduction The use of a language – whether first or second – has as its goal the communication of ideas, maintenance of social relations, and creation of discourse, all of which require the development of several core competencies. These include input competencies, such as listening and reading, and output competencies, such as speaking and writing, and entail the process of receiving (input), attending to (interaction), and assigning meaning (output) to verbal (aural or written) and/or visual stimuli. They also include competencies in communicating in the target language, which includes an understanding of the cultural and situational context of such communication.

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