Michael Rodgers
Dados Biográficos
| ID | 6478642 |
|---|---|
| NOME | Michael Rodgers |
| PRENOMES | Michael |
| SOBRENOME | Rodgers |
| ASSINATURA | RODGERS M |
| AFILIAÇÕES | Carleton University |
| ORCID | 0000-0002-1557-9604 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 41 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Losing Louisiana
Coastal erosion and relative sea level rise (RSLR) are rapidly destroying archaeological sites in the Mississippi River Delta. Anthropogenic transformations of the environment and the cumulative effects of global climate change are intensifying and accelerating the processes of site erasure. Thousands of terrestrial sites on natural levees, barrier islands, and other coastal landforms are being eroded, redeposited, buried, and submerged by RSLR. …
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
Exploring underlying elements of the motivational self system among learners in two instructional contexts
Through the lens of Dörnyei’s (2005) Second Language Motivational Self System, this exploratory study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (English as a Second Language [ESL]; n = 37) and the workplace (Workplace Language Training [WLT]; n = 29) to determine the role of motivation in their integration into Canadian society and development of the ‘Canadian self’. The results, collected b…
The Effect of Auditory Input on Multimodal Reading Comprehension
Comprehension of many types of texts involves constructing meaning from text and pictures. However, research examining how second language (L2) learners process text and pictures and the relationship with comprehension is scarce. Thus, while verbal input is often presented in written and auditory modes simultaneously (i.e., audio of text with simultaneous reading of it), we do not know how the auditory input affects L2 adult learners’ processing …
Incidental vocabulary learning through viewing television
Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of…
Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension
Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movemen…
The relationship between vocabulary and viewing comprehension
The images in television programs and the potential for learning unknown words
Previous studies have indicated the potential for incidental vocabulary learning through viewing television. The assumption has been that the imagery in television helps learners acquire vocabulary because when they hear an unfamiliar word, the on-screen images provide semantic support. However, the extent to which imagery in authentic television supports learners in this way is unclear. This study examines 90 target words occurring in single sea…
Skeptical Faith
Narrow Viewing
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words and had a total running time of 203 hours and 49 minutes with a mean running time of 42 minutes. The …
The Lexical Coverage of Movies
The scripts of 318 movies were analyzed in this study to determine the vocabulary size necessary to understand 95% and 98% of the words in movies. The movies consisted of 2,841,887 running words and had a total running time of 601 hours and 33 minutes. The movies were classified as either American or British, and then put into the following genres: action, animation, comedy, suspense/crime, drama, horror, romance, science fiction, war, western, a…
Vocabulary Demands of Television Programs
This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama, situation comedy, older programs, children's programs, and science fiction. The results showed that kno…
Vocabulary Demands of Television Programs
This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama, situation comedy, older programs, children's programs, and science fiction. The results showed that kno…
Narrow Viewing
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words and had a total running time of 203 hours and 49 minutes with a mean running time of 42 minutes. The …
The relationship between vocabulary and viewing comprehension
The Lexical Coverage of Movies
The scripts of 318 movies were analyzed in this study to determine the vocabulary size necessary to understand 95% and 98% of the words in movies. The movies consisted of 2,841,887 running words and had a total running time of 601 hours and 33 minutes. The movies were classified as either American or British, and then put into the following genres: action, animation, comedy, suspense/crime, drama, horror, romance, science fiction, war, western, a…
Vocabulary Demands of Television Programs
This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama, situation comedy, older programs, children's programs, and science fiction. The results showed that kno…
Narrow Viewing
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words and had a total running time of 203 hours and 49 minutes with a mean running time of 42 minutes. The …
Skeptical Faith
The images in television programs and the potential for learning unknown words
Previous studies have indicated the potential for incidental vocabulary learning through viewing television. The assumption has been that the imagery in television helps learners acquire vocabulary because when they hear an unfamiliar word, the on-screen images provide semantic support. However, the extent to which imagery in authentic television supports learners in this way is unclear. This study examines 90 target words occurring in single sea…
The relationship between vocabulary and viewing comprehension
Incidental vocabulary learning through viewing television
Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of…
Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension
Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movemen…
The Effect of Auditory Input on Multimodal Reading Comprehension
Comprehension of many types of texts involves constructing meaning from text and pictures. However, research examining how second language (L2) learners process text and pictures and the relationship with comprehension is scarce. Thus, while verbal input is often presented in written and auditory modes simultaneously (i.e., audio of text with simultaneous reading of it), we do not know how the auditory input affects L2 adult learners’ processing …
Exploring underlying elements of the motivational self system among learners in two instructional contexts
Through the lens of Dörnyei’s (2005) Second Language Motivational Self System, this exploratory study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (English as a Second Language [ESL]; n = 37) and the workplace (Workplace Language Training [WLT]; n = 29) to determine the role of motivation in their integration into Canadian society and development of the ‘Canadian self’. The results, collected b…
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
Losing Louisiana
Coastal erosion and relative sea level rise (RSLR) are rapidly destroying archaeological sites in the Mississippi River Delta. Anthropogenic transformations of the environment and the cumulative effects of global climate change are intensifying and accelerating the processes of site erasure. Thousands of terrestrial sites on natural levees, barrier islands, and other coastal landforms are being eroded, redeposited, buried, and submerged by RSLR. …
Linguistics (9 obras) · Psychology (9 obras) · Computer Science (7 obras) · Second Language Acquisition and Learning (7 obras) · Subtitles and Audiovisual Media (6 obras) · Cognitive psychology (5 obras) · Vocabulary (5 obras) · Comprehension (4 obras) · Visual and Cognitive Learning Processes (4 obras) · Active listening (3 obras)