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    The portrait of a word: The use of mental and visual images in the acquisition of form, meaning, and use of Spanish concrete nouns

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    Genre
    Thesis/Dissertation
    Date
    2012
    Author
    Bohinski, Chesla Ann
    Advisor
    Toth, Paul D.
    Committee member
    Lorenzino, Gerardo
    Holmquist, Jonathan Carl
    Wagner, Elvis
    Department
    Spanish
    Subject
    Foreign Language Instruction
    Applied Linguistics
    Second Language Acquisition
    Second Language Vocabulary
    Spanish Applied Linguistics
    Spanish Concrete Nouns
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/826
    
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    DOI
    http://dx.doi.org/10.34944/dspace/808
    Abstract
    Second language (L2) vocabulary learning is at the core of language learning and use. Studies have shown that native speakers and L2 learners perceive lexical errors as the biggest obstacle in effective communication (Gass & Selinker, 2008). As a result, the learning and teaching of vocabulary must be one of the focal points of L2 learning. This study quantitatively investigates the effectiveness of two vocabulary learning strategies, the keyword method and the visual support method. Using these two strategies, L2 learners can store the word's meaning both visually and linguistically by creating a "dual coding" (Paivio & Desrochers, 1981) of the word. The keyword method is a strategy that utilizes the association of a first language word (a keyword) with the unknown L2 word through the use of a mental image whereas the visual support method is a strategy that utilizes a visual image. In four L2 intact classes over a 6-day treatment period, participants learned 24 Spanish concrete nouns using both the keyword and visual support methods in one of two presentation orders. Using a pre-test, post-test, and delayed post-test design, results indicated that the use of an image, whether mental or visual, increased L2 learners' knowledge of form, meaning, and use of L2 vocabulary. Qualitative analyses of vocabulary notebooks/journals and surveys revealed that participants' preferences for and experiences with each learning method were influenced by individual likes and dislikes of each treatment. Since vocabulary acquisition is such a complex and multi-faceted process (Nation, 2001), educators have the responsibility to implement and encourage the use of various L2 vocabulary teaching and learning strategies. This research thus aims to reveal how an image can be worth a thousand words in the L2 classroom.
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