| This research investigated the effects of noticing of errors in the development of vocabulary knowledge in a multimedia environment. Furthermore, the study addressed whether different levels of noticing affected vocabulary learning, and whether the participants' prior knowledge and self-regulation skills affected the effectiveness of noticing of errors for vocabulary acquisition. Participants included 62 high beginning to intermediate level university students of Chinese. Learner output was elicited through the retelling of a Chinese captioned movie. The students' awareness of their own errors was induced through listening to the playback of the retelling of the movie. Results reveal that (a) students used a greater number of target words (TWs) in their retelling when they noticed them in the language input; (b) students who noticed the TWs and used these words in their retelling outperformed those who did not; (c) more proficient students learned more words after the treatments. |
