English Language Teachers’ Use of Visual Representation and its Effectiveness in Enhancing Pupils’ Vocabulary: The Case of First Year Middle School in Tizi-Ouzou
Loading...
Date
2016-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi-Ouzou
Abstract
The present research attempts to investigate English language teachers’ use of visual
representation in their English classes to enhance first year middle school pupils’
vocabulary learning. In other words, this study aims at exploring the relation between using
visuals and vocabulary development for first year middle school pupils. The investigation is
based on the Mixed Method Research. It combines qualitative and quantitative methods to
collect and analyse the data. To collect the necessary information we have used a
questionnaire addressed to both teachers and pupils and a classroom observation. The
analysis of the results obtained from these two research tools is based on the Social Semiotic
Multimodal Approach. We have used two questionnaires the first is to explore teachers’ use
of visual representation and their perception about the usefulness of this technique to teach
English vocabulary. The second is to check its effectiveness on pupils’ understanding of the
new words. In addition, the classroom observation have been set in order to obtain more
direct, real and accurate data on what is going on when explaining and practising new words
with or without visual resources. In general, this study describes the process of using visual
representation and the extent to which pupils may benefit from it when their teachers rely on
it in their classes. The results obtained from this investigation answered our research
questions and confirmed the advanced hypotheses. It is effective to use visuals in teaching
vocabulary and integrating them in the lesson helps pupils to improve their lexical
knowledge.
Description
65p.:ill;30cm.(+cd)
Keywords
Visual Representation, Vocabulary, Semiotic Resources.
Citation
Applied Linguistics & Social Semiotics