This study explores the effects of vocabulary preparation time on foreign language audio-visual comprehension and anxiety. The subjects are 109 non-English majors from three classes. They are engaged in three audio-visual tasks, prior to which they have made vocabulary preparation for three different time spans, namely, one week, one day and thirty minutes. After watching the video clips, the subjects participate in comprehension tests, questionnaire surveys and interviews. The ex- periment adopts a 3 ~ 3 Latin Square Design to counterbalance interference effects. The resuhs using Analysis of ...
