This study investigated the effects of dual coding elucidation on raising learners’ awareness of L2 lexical errors and correct usage. Participants included 135 Korean EFL middle school students assigned to either a single-coding or dual-coding group. The single-coding group studied the incorrect and correct usage of target lexical items under a verbal-code-only condition. The dual-coding group studied the incorrect and correct usage under a verbal-plus-visual-code condition. Participants completed posttests at two intervals: immediately after studying the materials and four weeks later. Analyses revealed that dual coding elucidation had significant positive effects on facilitating learners’ awareness of lexical errors and correct usage; these effects remained over time. The results also indicated no significant correlations between learning style and the effectiveness of visuals. Qualitative data demonstrated that students perceived visuals as being helpful in improving accurate lexical use and their engagement in learning vocabulary. The article concludes by discussing the facilitative role of visual encoding in L2 lexical knowledge development, thus expanding on the dual coding theory.

1. INTRODUCTION
 2. REVIEW OF THE RESEARCH
  2.1. The Effects of Pictorial Elucidation on L2 Lexical Acquisition
  2.2. The Effects of Pictorial Elucidation and Learning Style
 3. METHODS
  3.1. Participants
  3.2. Materials
  3.3. Procedures
  3.4. Analysis
 4. RESULTS AND DISCUSSION
  4.1. The Effects of Dual Coding Elucidation on Learners’ Awareness of Lexical Errors and Correct Usage of Lexical Items
  4.2. The Effects of Dual Coding Elucidation over Time
  4.3. The Relationship Between Students’ Learning Styles and the Effectiveness of Dual Coding Elucidation
 5. CONCLUSION
 REFERENCES

• Sunjung Lee(University of Seoul)