The Evaluation of Vocabulary Acquisition when Learning French as a Second Language in a Multimedia Environment*

Abstract

This article describes a small-sample study (n = 78) that examined vocabulary acquisition by learners of French as a second language in different learning environments. Vocabulary gains made by a group of learners in a multimedia context were assessed against gains made by two control groups, one of which used video support. While variances between groups were not statistically significant, differences within groups have led to a tentative interpretation of findings based on four variables: learning context, L2 level, frequency of word use and form.

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