CHAPTER 1 INTRODUCTION 1.

1 INTRODUCTION TO THE PROBLEM

Mental imagery, sometimes colloquially referred as visualizing, seeing in the minds eye, or imagining the feel functions as a form of mental representations. It has been an area of discussion for as long as humans have been trying to understand their own cognitive processes (Thomas, Nigel J.T., "Mental Imagery", The Stanford Encyclopedia of Philosophy, 2011). The writings of Plato, Aristotle and some earlier Greek thinkers had enormous influence on how images played a key role in cognitive processes. Furthermore, the Oxford English Dictionary records a clear example of the word mental image as far back as 1589. It was widely repudiated in the 20th century, recently has begun to find a few defenders. Whenever we speak of images in connection with imagination, we do not refer exclusively to pictures of seen things. They include past sensations of sound, taste, smell, feeling, pain, motion and the other senses, as well as sensations of sight (Power of Mental Imagery, Warren Hilton, A B., L.L. B., 2007) The use of our own imagery senses, olfactory, gustatory, tactile, visual and auditory has helped us to make connections between speech and words, and therefore enhancing our understanding of the context that surrounds us. As Herbert Puchta (2007) states that words are in a real sense, glued to images. Every bit of language interaction stimulates the creation of images to enhance meaningful communication, since its been believed to play a large role in both memory (Yales, 1996; Palvio, 1986) and motivation (Mc Mahon, 1973) . Early studies of mental imagery proved that imagery work is relevant for all areas of language since it is centrally involved in visuo-spatial reasoning and inventive or

creative thought processes providing semantic grounding for language. For instance, listening skills will be improved, if teachers lead guided visualization exercises. Moreover, for vocabulary learning, the best strategy is association of words with images. With grammar, images can help us get a feel of verb tenses. Furthermore, for pronunciation, Adrian Underhill (1994) suggests internal imaging. Regarding the reading skill, Herbert Puchta (2007:11) asserts that reading is an experience which readers create and teachers encourage their active participation with the use of mental images. According to Arnold, J. Imagine that! Mental imagery in the EFL classroom (2007) there is a significant increase in creativity and productivity when activities with imagery have been used, leading to the development of learners full potential. Since mental images are inseparable from the information process and the storage of language process, which are the bases of learning, Puchta, Arnold and

Rinvolucri(2007:19) assert that helping learners to develop their use of mental imagery within the classroom, will enhance their ability to decode meaning from images, and whats more important to help learners to meaningfully acquire language and later to recall that information for communication purposes. Further uses of mental imagery are the enhancing of students motivation and strengthening of their self-concept. Since the effectiveness of instruction in any academic context depends to a great extent on learners motivation, work with images in the EFL classroom can increase students interest and bring them into a more active relationship with the material at hand. (Tomlinson and Avila 2007 a and b)

1.2 PURPOSE OF THE STUDY

This study will take place under real conditions in a private English language school Compummunicate located in the City of Izucar de Matamoros, located in the south of Puebla state. Compummunicate S.C. was founded in June 1997 and it was recognized by SEP (Secretaria de Educacion Publica ) with a Key number in 2003. The teaching approach of this Institution is communicative and the final goal of enrolled students is to end their studies with a B1 level of English according to the common European Framework of reference. Even though, leaning outcomes have been successful, there is a need to expose students to alternative and more appealing approaches where they can exploit their full potential in the language acquisition. The purpose of this study is threefold. First of all, it intends to collect date through surveys to find out what students beliefs and attitudes toward this important topic are. Secondly, the data obtained will be analyzed and decisions will be made to design the best approach to start applying mental imagery work to students, always making sure that data of evidences is collected through the process. Finally, the evidence collected will be analyzed to find out whether a more efficient acquisition of a second language was achieved. This will be the core of this study and with facts and evidences; the denotation of this study should be evidenced.

1.3 GENERAL OBJECTIVES

To acknowledge the importance and usefulness of mental imagery in the acquisition of English as a second language and to apply this alternative approach to enhance the learning acquisition of English as a foreign language.

1.3.1 SPECIFIC OBJECTIVES

Find out students awareness of the usage of mental imagery in their school life. Make students aware of the imagery work as a great learning acquisition tool Help students to develop the skill of using their imaginal resources to perform better in the language acquisition process Develop a more efficient learning process in students by making associations from images to words and from words to language Develop students cognitive and creative capabilities Achieve a more meaningful and successful learning outcome

1.4 HYPOTHESES / RESEARCH QUESTIONS

Why is it important to make students aware of the importance of mental imagery work as a learning tool in the acquisition of English as a foreign language? How to assist learners to develop their mental imagery work in their learning process of English as a foreign language? How to increase learners cognitive skills and creativity by making use of mental imagery work? How can we develop productive and receptive skills through mental imagery work?

1.5 HYPOTHESES

(CAUSAL)

If mental imagery is promoted in the English classroom, learners cognitive processes will be enhanced; therefore a more meaningful learning acquisition will result. If learners are encouraged and helped to develop their mental imagery in their learning process, a successful outcome will be very likely.

1.5 SIGNIFICANCE OF THE STUDY

The study of developing and using mental imagery in the EFL classroom could be a learning paradigm for adolescents learning English as a foreign language. If properly implemented, it will become a great teaching tool not only in the teaching-learning process, but also in the final outcome. Students cognitive capabilities will be enhanced, as well as their creativity. Furthermore, not only students will be benefited, but teachers as well. Helping teachers to become aware of the importance and usefulness of this approach, they could apply this approach to motivate students and to help them exploit their full potential in learning a second language. This is but a small contribution to teachers academic development, proving that not only language acquisition is the major goal , but a meaningful learning as well. The studys major goal is designed to help students improve their academic competence, learn to focus attention , develop cognitive skills, and help students to better recall material previously learnt through imagery work. And as a consequence, strengthening their self-esteem.

1.6 METHODOLOGY
Scientifically, methodology is defined as the general procedures to accurately get to the objective of a study/research. It presents us the techniques and methods for the fulfillment of the investigation. Jesus Galindo Caceres, states that the issue of

methodology answers to the questions of why things get done in a certain way and not another.

The thesis will be done with a descriptive research which will involve collecting data by means of questionnaires about the current status of the situation under study. By this, students will be asked about their current perception or awareness of mental imagery while learning a foreign language. That will be a break point to go on with the next step. It will also be done with a survey research, which will employ interviews to determine peoples attitudes and perceptions about mental imagery employing qualitative and quantitative score. Further, a causal-comparative research will also be implemented when students are instructed to reach a level of concentration called Alpha Level which is the highest stage of concentration and some activities for activating their mental imagery work will be implemented. While these types of exercises are being carried on, data will be collected and stored in order to have accurate results at the end of each activity. The study procedures have been thoroughly explained to people who will take part of this study and a letter of agreement has been signed by their parents.

1.8 DEFINITIONS OF TERMS

Mental imagery: The human ability to visualize images in our minds after the original stimuli is out of view (Nigel, Thomas 1997) Total Mental Response: A type of activity that often involves movement and gives learners time to process language internally in images before speaking. Brad Tomlinson (1994) Optimum facilitation: In the ELT classroom it can help us to teach better and learners to learn more effectively. Alesandrini (1985:207) Bi-directional connection: The visual connection between words and images Rinvolucri, Mario (2007)

Self-concept: Self - esteem within this context. Puchta, Herbert (2007) Visualization training: Suggestions or beginning to work with imagery. Language in mind: Specific aspects of language or the learning process Arnold, Jane (2007) Cognition: It is a term referring to the mental processes involved in gaining knowledge and comprehension. Thought: A process of creating mental images (Damasio 1994) Imaginal resources: Ability to create visual images from the surrounding environment. The mental blackboard: description of the mental imagery process reflects its contemporary conceptualization as an active and dynamic information-processing event that can aid the learner in problem-solving activities, especially those that are representative of unfamiliar or novel situations. Block, 1981; Dennett, 1981

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Facultad de Lenguas

Modulo: Seminario De Tesis

Arturo Marquez Hernandez 200970017

Profesor: Benjamin Gutierrez G.