<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
  <dc:creator>Suter, Lea</dc:creator>
  <dc:creator>Berthele, Raphael</dc:creator>
  <dc:creator>Thomas, Anita</dc:creator>
  <dc:date>2025</dc:date>
  <dc:description xmlns:ns0="xml" ns0:lang="en">This study investigates the effect of presence and sequence of viewing activities on the learning of new words in French L2. It examined if there is a difference in perceived usefulness of pre- vs. post-viewing activity (RQ1) and whether the perceived usefulness corresponds to students’ vocabulary scores (RQ2). Eighty-seven adolescent, beginner French L2 students from Switzerland participated in the study. Fifty-one target words were selected from three captioned 13-15 minute excerpts from the French TV series Plan Cœur (Netflix, 2018). The participants watched each excerpt in a different condition (episode only, episode and pre-viewing activity, episode and post-viewing activity). In the activities, the participants had to recognise the correct meaning (translation) of target words. Three immediate and one delayed meaning recognition vocabulary post-tests were administered to four upper-level classes (HI) and two lower-level classes (LO). Students’ learning beliefs were collected using a self-evaluation questionnaire. Results from the questionnaire showed that both LO and HI learners perceived the post-viewing activity as most beneficial. The descriptive analysis of the questionnaire further supported that learners’ beliefs concerning the usefulness of the pre-/post-viewing activities generally correspond to learners’ actual learning gains. These results highlight the importance of pre-/post-viewing activities when learning new vocabulary through audio-visual input in foreign language teaching.</dc:description>
  <dc:format>application/pdf</dc:format>
  <dc:identifier>https://folia.unifr.ch/global/documents/334765</dc:identifier>
  <dc:identifier>https://folia.unifr.ch/documents/334765/files/suter_etal_2025_thesequencingofpre-andpost-viewingactivitiesinavocabularylearningstudywithadolescentfrenchl2learners.pdf</dc:identifier>
  <dc:language>eng</dc:language>
  <dc:relation>info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-031-91001-2_4</dc:relation>
  <dc:relation>info:eu-repo/semantics/altIdentifier/issn/1572-0292</dc:relation>
  <dc:relation>info:eu-repo/semantics/altIdentifier/isbn/9783031910005</dc:relation>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>Rights reserved</dc:rights>
  <dc:source>Educational Linguistics / Anastasia Pattemore ; Ferran Gesa. - Springer Nature Switzerland. - 2025, vol. 66, p. 69-92</dc:source>
  <dc:subject xmlns:ns1="xml" ns1:lang="en">French L2</dc:subject>
  <dc:subject xmlns:ns2="xml" ns2:lang="en">vocabulary</dc:subject>
  <dc:subject xmlns:ns3="xml" ns3:lang="en">audio-visual input</dc:subject>
  <dc:subject xmlns:ns4="xml" ns4:lang="en">TV series</dc:subject>
  <dc:subject>info:eu-repo/classification/udc/root_3</dc:subject>
  <dc:title xmlns:ns5="xml" ns5:lang="en">The Sequencing of Pre- and Post-viewing Activities in a Vocabulary Learning Study with Adolescent French L2 Learners</dc:title>
  <dc:type>http://purl.org/coar/resource_type/c_3248</dc:type>
</oai_dc:dc>