This paper attempted to reveal to what extent using non-verbal semiotic elements (visuals, realias, maps, videos, body language, gestures etc.) influences the efficiency of vocabulary teaching. For this purpose, one experiment group (30 prep-class students from different engineering departments) and one control group (35 prep-class students from different engineering departments) were recruited from Karabük University. While in the control group just the meaning of the vocabulary items were told in students’ mother tongue, in the experiment group different non-verbal semiotic elements were used in order to explain the words. After four weeks of teaching, a vocabulary post-test was applied and as a result a significant difference between the scores of control group and experiment group was obtained.
Arif Sarıçoban, Hacettepe University, Turkey
Hamdiye Avcı, Karabuk University, Turkey
Handenur Coşkun, University of Turkish
Aeronautical Association, Turkey Leyla Karakurt, Hacettepe University, Turkey
Stream: Education and Social Welfare
This paper is part of the ACSS2015 Conference Proceedings (View)
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