English Language Teachers’ Use of Visual Representation and its Effectiveness in Enhancing Pupils’ Vocabulary: The Case of First Year Middle School in Tizi-Ouzou
MetadataShow full item record
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.
- Département d'Anglais