Vocabulary Learning through Activities Framed within Multimodality.

Abstract

This research was carried out with second grade students who, through observations and a diagnosis, showed a lack of knowledge of basic vocabulary and classroom expressions. Therefore, an action research was proposed to use multimodality and images, the latter as a central tool within multimodality, so that students could learn better vocabulary. Within multimodality, four main types of activities were proposed: songs, games, videos, and stories that allowed students to learn vocabulary in context and in a dynamic way. In addition, the use of these activities allowed each learning style to be taken into account, which led to significant vocabulary learning. Finally, the methodology used in class was TPR (Total Physical Response) where students not only related concepts with images but also with movement which made word learning more permanent.