Teachers’ and Learners’ Attitudes towards the Role of Multimodal Resources on Enhancing Students’ Vocabulary Acquisition. Case Study: Second Year Students in the Department of English at MMUTO.
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Date
2018
Authors
Journal Title
Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
This dissertation aimed at investigating the impact of multimodal resources on enhancing
second-year students’ vocabulary acquisition at the department of English at Mouloud
Maameri University of Tizi-Ouzou. Hence, it sought to explore the participants’ attitudes
towards using such aids in the EFL context as well as their influence in improving secondyear
students’ vocabulary acquisition. Moreover, it aimed to figure out their implications in
the instruction process. To achieve the mentioned objectives, the theory used to fulfil this
research work was that of multimodality advanced by Gunter Kress (2010).This study relied
on the mixed-methodsapproach that combines between quantitative and qualitative research.
Thus, it consists of two main data collection tools, which are a questionnaire and a
structured interview. The former was handed to two hundred and five (205) second-year
students in the department of English. The latter was conducted with five (5) teachers
specialised in listening and speaking module from the same department. Concerning the data
analysis, both of the SPSS and content analysis were adopted to analyse both quantitative
and qualitative data. The gathered results indicated that multimodal resources benefit both
teachers and learners at the department of English at a large extent. Therefore, both of them
shaped positive views about the use these equipment in the process of teaching and learning
English as a foreign language, Add to this, the implications that these multiple modes have
in stimulating learners’ cognitive capacities, motivation and productive skills.
Description
30cm ; 62p.
Keywords
words:multimodal resources, multimodality, vocabulary learning, the instruction process.
Citation
Didactique des Langues Etrangères.