The present study explored the effect of input mode on the implicit learning of semantic distinction of articles. 65 participants were exposed to large amount of article-noun collocations with different input modes. Results indicated that input combining the verbal and nonverbal mode facilitated the implicit learning of the shape-based semantic distinctions of the target articles.
The feasibility and mechanism of implicit learning by adult learners have been the focus of second language acquisition research. The present study adopted the artificial grammar paradigm and online reaction-time tasks to test the implicit learning of shape-based semantic distinctions. It compared the pure verbal mode (written words) with the verbal+non verbal mode (written words + pictures) to investigate the effect of input mode on semantic implicit learning. 65 participants were exposed to large amount of article-noun collocations with different input modes. The results showed participants receiving the written word+picture input learned the target meaning implicitly, whereas the participants receiving the pure written word input did not, indicating that verbal+non verbal input was more effective in enhancing the implicit learning of shape-based semantic distinctions. This study lends initial support to the efficacy of using multimedia input in improving semantic implicit learning.
