THE IMPACT OF MULTIMODAL INSTRUCTION ON THE ACQUISITION OF VOCABULARY

• Autor(a) principal: Cárcamo,Melisa Millaray Acuña
• Data de Publicação: 2016
• Outros Autores: Cartes,Romina Amanda Concha, Velásquez,Ninoska Ester Estrada, Larenas,Claudio Heraldo Díaz
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Trabalhos em Lingüística Aplicada (Online)
• Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-18132016000100129
• topic: multimodality; vocabulary acquisition; primary and secondary education.

ABSTRACT The use of inadequate and outdated practices, such as memorizing lists of decontextualized words and the excessive use of translation when teaching vocabulary, represent a prevailing problem in English language teaching. This study aims to determine whether the use of multimodality significantly improves vocabulary acquisition among school students. To determine how the use of multimodality affects vocabulary acquisition, this study was conducted in four groups, 8th, 9th, 10th and 11th graders, from two semi-public schools. The action research intervention was divided into five sessions, in which thirty words were taught in total, dividing them into six words per lesson. To measure the progress, students were given a pre-test before the intervention, and a post-test after being exposed to multimodal input. In addition, a learning style test (VARK) was administered to help them adapt to the material and activities to be applied. The results showed that there is statistically significance between the pre-test and post-test, so it is accepted the research hypothesis Does the use of multimodality in the classroom improve the acquisition of vocabulary in 8th, 9th, 10th and 11th graders from semi-public schools?