This paper investigates the cognitive processes involved in English word recognition among young EFL learners using eye-tracking methodology. A quasi-experimental mixed method design was used to investigate how young L2 learners engage with basic words, with or without pictorial cues. A total of seventeen 6th-grade pupils from two schools…

Whether visual information belongs in second language (L2) listening tests has long been a subject for scholarly debate, with L2 learners' performance on and perceptions of video-based tests being the primary sources of evidence. The research into L2 teachers' perceptions, however, is scarce, as is the research into stakeholders' views of content…

That 'a picture can stimulate a thousand words' aptly summarises the role of the visual in the field of language learning and teaching. The power of the image to generate language output has been widely acknowledged in the field of second/foreign language acquisition. Posters, diagrams, symbols and pictures are often found in language classrooms;…

The prominent role of visual resources in language classrooms has long been advocated, as many argued that images could go beyond providing students with a visual background of the context or arousing motivation (Unsworth & Ngo, 2014). This article explores the roles of the visual resources drawn from an English textbook series used in…

Discover the ways teachers and researchers apply up-to-date TESOL research to meet both content and language acquisition criteria while also affirming students' cultural knowledge, life experiences, and language abilities. Like the high school grades themselves, the chapters in this volume are organized by academic content area including language…

Discusses the use of pictures in the language classroom and presents controlled and non-controlled activities incorporating pictures. (AM)

A detailed account of experiments conducted to determine whether speech "balloons" added to pictures and symbols in FL aided in conveying meaning. Conclusion: pictures without speech balloons were more effective. Conclusions are drawn regarding future design of picture materials. (Text is in German.) (IFS/WGA)

Discusses the various uses of visual and audiovisual aids in language instruction. (Text is in French.) (AM)

Discusses the semantic function of visual aids in foreign language teaching. (Text is in French.) (AM)

Suggests presenting Russian verbs of motion as graphic concepts through application of numerous illustrations, as explained here. Distinctions between orbit and trajectory must be maintained. (CHK)

Discusses questions involved in the depiction in pictures of various kinds of linguistic items, particularly semantic fields, culture-laden concepts and relative "picturability" of various types of words. It is suggested that linguistic criteria should more consciously determine the composition and organization of visuals. (KM)

Proposes a study of the various ways in which words and groups of words can be matched with single non-coded pictures as an aid to foreign language instruction, particularly French. (AM)

Discusses the linguistic and non-linguistic contributions of visual aids in the foreign language classroom. (Text is in French.) (AM)

The use of situational sketches, drawn on the blackboard or shown by an overhead projector, is seen as more effective than ordinary illustrations. The procedure is particularly useful in the intermediate grades (8-10), being suited to the content of textbooks at that level. (IFS/WGA)

Discusses the nature and the semantic interpretation of visual aids used in level-one audiovisual language instruction. (Text is in French.) (AM)