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Multimodalidade na aprendizagem de línguas: efeito de gestos e imagens na aquisição de novo vocabulário
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Abstract(s)
O presente estudo examina o impacto do uso de gestos e imagens na aprendizagem de vocabulário em língua estrangeira (LE). Partindo da Teoria da Codificação Dupla e da Teoria da Aprendizagem Multimodal, o estudo propõe que a combinação de elementos visuais e motores enriquece o processamento semântico, facilitando a retenção de palavras. Baseado nas investigações anteriores que indicam a eficácia do uso de gestos e imagens, este trabalho visa avaliar se essas estratégias, quando usadas isoladamente ou em conjunto, têm um efeito positivo no desempenho dos aprendizes, em comparação com métodos baseados apenas com palavras.
Participaram 12 estudantes universitários, que aprenderam 40 palavras em quatro condições: gestos, imagens, gestos com imagens, e só palavras. As avaliações foram realizadas imediatamente após o treino e 24 horas depois, para verificar o efeito da consolidação do sono. Os resultados indicaram que a consolidação melhorou o desempenho geral, reduzindo os tempos de resposta, mas não teve um impacto diferenciado entre as condições. Embora não tenhamos encontrado um efeito principal da condição de aprendizagem, as análises exploratórias mostraram que as condições de gestos e imagens, e em especial a combinação de ambos, mostraram uma tendência de proporcionar uma melhor retenção e maior rapidez na tradução e nomeação de palavras. A tradução inversa (LE para L1), também utilizada na avaliação, apresentou maior rapidez de resposta, conforme esperado, devido possíveis às conexões lexicais mais fortes.
Apesar de não existirem resultados significativos gerais em relação à condição de aprendizagem, o estudo sugere que o uso integrado de gestos e imagens favorece a aprendizagem em relação ao método baseado apenas em palavras. Contudo, certas limitações como o reduzido número de participantes e problemas técnicos indicam a necessidade de mais investigações com amostras maiores para validar os achados e explorar o efeito a longo prazo.
The present study examines the impact of the use of gestures and images on the learning of vocabulary in a foreign language (FL). Based on the Dual Code Theory and the Multimodal Learning Theory, the study proposes that the combination of visual and motor elements enriches semantic processing, facilitating word retention. Based on previous investigations that indicate the effectiveness of the use of gestures and images, this work aims to evaluate whether these strategies, when used alone or in combination, have a positive effect on learners' performance, compared to methods based only on words. Twelve university students participated in our study, who learned 40 words in four conditions: gestures, images, gestures with images, and a only words. Evaluations were carried out immediately after training and 24 hours later, to verify the effect of sleep consolidation. The results indicated that consolidation improved overall performance, reducing response times, but did not have a differentiated impact between conditions. Although we did not find a main effect on the learning condition, the conditions of gestures and images, and especially the combination of both, showed a tendency to provide better retention and response speed in the translation and naming of words. Backward translation (FL to L1), as employed in the evaluation procedure, was faster, as expected, possibly due to stronger lexical connections. Although there are no significant overall results, the study suggests that the integrated use of gestures and images favors learning over the method based only on words. However, certain limitations such as the small number of participants and technical problems indicate the need for further investigations with larger samples to validate the findings and explore the long-term effect
The present study examines the impact of the use of gestures and images on the learning of vocabulary in a foreign language (FL). Based on the Dual Code Theory and the Multimodal Learning Theory, the study proposes that the combination of visual and motor elements enriches semantic processing, facilitating word retention. Based on previous investigations that indicate the effectiveness of the use of gestures and images, this work aims to evaluate whether these strategies, when used alone or in combination, have a positive effect on learners' performance, compared to methods based only on words. Twelve university students participated in our study, who learned 40 words in four conditions: gestures, images, gestures with images, and a only words. Evaluations were carried out immediately after training and 24 hours later, to verify the effect of sleep consolidation. The results indicated that consolidation improved overall performance, reducing response times, but did not have a differentiated impact between conditions. Although we did not find a main effect on the learning condition, the conditions of gestures and images, and especially the combination of both, showed a tendency to provide better retention and response speed in the translation and naming of words. Backward translation (FL to L1), as employed in the evaluation procedure, was faster, as expected, possibly due to stronger lexical connections. Although there are no significant overall results, the study suggests that the integrated use of gestures and images favors learning over the method based only on words. However, certain limitations such as the small number of participants and technical problems indicate the need for further investigations with larger samples to validate the findings and explore the long-term effect
Description
Keywords
Aprendizagem de vocabulário Língua estrangeira Gestos Imagens e consolidação