Acquiring Vocabulary by Using Animation for EFL Young
Learners
-Introduction-
Thesis
statement:
Facilitating young learners with paper-based dictionaries
is had not enough to acquire vocabulary learning because it just contains the
verbal codes. Contrastingly, multimedia-based dictionaries using animation can
be effective to learn vocabulary for young learners.
-Body-
A.
Opposing
Argument 1:
·
The dynamic property of
animation sometimes distracts the attention of learners from learning and
viewing the animation displays.
·
Teachers and students
cannot depend and use their skill in technology optimally.
Rebuttal to argument 1:
·
Employing animations in
classrooms understanding the students since they relate to both visual and
aural memory.
·
Computer applications
affect the interdependence of students and teachers in language classrooms.
·
(Pavio, 2006) described the
dual-coding states that processing language knowledge in both verbal and visual
channels make learning effective. Animation functions by addressing all 5
senses and its interactivity can contribute to students’ autonomous learning.
B.
Opposing
Argument 2:
·
Using media likes
animation can replace the traditional method of teaching totally.
·
Linguistic in aural
encountered during the editing process can frustrate students.
Rebuttal to argument 1:
·
Joy and learning combine
when using animation and the education environment turns into “edutainment”
(Boswood, 1997:202) .
·
As indicated in students’
self-reports animation-based technique allowed the students to use both aural
and visual channels while dealing with the task. (Butler-Pascoe and Widburg,
2003, 7)
C.
Opposing
Argument 3:
·
Level of knowledge with
this technology in students is highly varied (Betracourt, M 2005)
·
Animation may lack the
discipline in the class during teaching process (Nishatha, 2012)
Rebuttal to argument 3:
·
The consensus is that
learning new L2 words with L1 textual definitions and one more medium, either
statistic graphics or dynamic animation, results in better performance than
that with L1 textual alone (Chun and Plass, 1996).
·
They are two independents
that interconnected system in human memory and cognition (Paivio, 1986).
·
The theory claims to
predict, learners who learn vocabulary
without visual aids get lower score than those with some, such pictures
(Brown, 1993; Duquette & Painchaud, 1996; Kost, Foss, & Lenzini, 1999)
and videos (Neuman & Koshinen, 1992; Synder & Colon, 1988).
D.
Own
Point of View:
Paper-based
dictionary should not be always as the reference of vocabulary acquisition
because it just focus on the verb coding and become tedious. By using
animation, young learners can visualize and give many beneficial aspects.
E.
Reason:
·
Young learners more likely
to use animation rather than dictionary because visualization and motion will
be interesting first.
·
Where vocabulary learning is concerned,
pictorial cues will help learners make associations between pictures and words,
and make learning effective (Paivio, 1986) .
F.
Conclusion
Although
using paper-based dictionaries will be more exist in the teaching process in
some schools, using animated visualization for young learners can be more
effective and memorable and also change the perception of some teachers who
assume the using animation can give distraction in vocabulary learning.
