Arab World English Journal (AWEJ) Volume 10. Number 3 September 2019 Pp.287-298
DOI: https://dx.doi.org/10.24093/awej/vol10no3.19
The Use of Images for Teaching Abstract Words Versus Concrete Words: A Semiotic Study
Adil Mohammed Hamoud Qadha
Department of English, College of Arts and Science, Balqarn
University of Bisha, Bisha, Saudi Arabia
&
Hodeidah University, Yemen
Hassan Saleh Mahdi
Department of English, College of Arts and Science, Balqarn,
University of Bisha, Bisha, Saudi Arabia
Abstract:
Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words.
Keywords: abstract words, concrete words, semiotics, vocabulary learning
Cite as: Qadha, A. M. H., & Mahdi, H. S. (2019). The Use of Images for Teaching Abstract Words Versus Concrete Words: A Semiotic Study.
Arab World English Journal, 10 (3)287-298.
DOI: https://dx.doi.org/10.24093/awej/vol10no3.19