1

Edson Lúcio Estévão Mussoma

A PROPOSAL TO TEACHING VOCABULARY THROUGH VISUAL AIDS. THE

CASE STUDY OF ESCOLA SECUNDÁRIA 12 DE OUTUBRO, GRADE 8.
(Licenciatura em ensino de Inglês)

Universidade Rovuma
Nampula
2021
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Edson Lúcio Estévão Mussoma

A proposal to be submitted to the Department

of Letters and Social Sciences, in partial
fulfilment of the subject Conclusão do Curso.

Lecturer: Bernabé Cachele, MA & MBA

Universidade Rovuma
Nampula
2021
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TABLE OF CONTENTES
CHAPTER I: INTRODUCTION ............................................................................................... 5
1. BACKGROUND INFORMATION ................................................................................... 5
1.1. Statement of the problem ............................................................................................ 6
1.2. Research Objectives .................................................................................................... 6
1.2.1. General objective ...................................................................................................... 6
1.2.2. Specific objectives .................................................................................................... 6
1.3. Research questions ...................................................................................................... 7
1.4. Research hypothesis .................................................................................................... 7
1.5. Justification of the study.............................................................................................. 7
1.6. Rationale...................................................................................................................... 8
1.7. Scope and limitation .................................................................................................... 9
CHAPTER II: LITERATURE REVIEW .................................................................................. 9
1. Definitions of visual aids .................................................................................................... 9
1.2. The importance of visual aids in the process of language learning........................... 10
1.3. Types of visual aids ............................................................................................... 11
1.4. Teaching vocabulary with visual aids.................................................................... 14
1.4.1. Types of vocabulary .............................................................................................. 15
i. Receptive Vocabulary ............................................................................................... 15
ii. Productive Vocabulary .............................................................................................. 15
iii. Vocabulary Mastery .................................................................................................. 15
2. The Techniques in Teaching Vocabulary ..................................................................... 16
i. Using pictures ............................................................................................................ 17
ii. Mime, Expressions and Gestures .............................................................................. 17
iii. Guessing from Context .............................................................................................. 18
2.1. Importance of vocabulary learning............................................................................ 20
STRUCTURE OF THE WORK .............................................................................................. 22
CHAPTER III: RESEARCH DESIGN AND METHODOLOGY .......................................... 23
1. Philosophical Paradigm................................................................................................. 23
1.1. Interpretative paradigm .......................................................................................... 23
2. Research design............................................................................................................. 23
3. Research site ................................................................................................................. 24
4. Research approach ........................................................................................................ 24
5. Research method ........................................................................................................... 25
5.1. Case Study ............................................................................................................. 25
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DATA ANALYSIS, TYPES AND SOURCES, POPULATION, SAMPLING AND DATA

COLLECTION......................................................................................................................... 26
1. Data analysis ................................................................................................................. 26
1.1. Definition of data ................................................................................................... 26
1.2. Primary data ........................................................................................................... 26
1.3. Survey .................................................................................................................... 26
1.4. Observations .......................................................................................................... 26
1.5. Interview ................................................................................................................ 27
1.6. Questionnaires ....................................................................................................... 27
1.7. Secondary data ....................................................................................................... 27
2. Population ..................................................................................................................... 27
3. Sampling procedure ...................................................................................................... 27
4. Data collection .............................................................................................................. 28
4.1. Instruments for data collection .............................................................................. 28
BIBLIOGRAPHY .................................................................................................................... 29
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CHAPTER I: INTRODUCTION

1. BACKGROUND INFORMATION
Today’s students live in a predominately visual world, exposed to the media, technology and
an overabundance of digital stimuli, where the proverb ‘A picture is worth a thousand words’
applies more than ever.
Vocabulary is often neglected despite being one of the most crucial aspects of language
acquisition. Due to the lack of emphasis on vocabulary learning, English as Second Language
students have issues in learning the English language effectively, which result in a low-level
language proficiency. Hence, this paper attempts to address this problem by introducing Visual
aids to learn the target words.
It’s not exception for Mozambican context, the majority of the students present a huge lack of
vocabulary in English language. Such problem is worthy to study the possible causes and
propose possible solutions as it prevents students from acquiring an appreciable performance
in English language.

Visual aids are items of visual manner, such as graphs, photographs, video clips, and so forth
used in addition to spoken information. In the language classroom, use of visual material of all
kinds has been a predominant tool for instruction for quite some time. Pictures, slides, drawings,
and the like serve many roles in language learning activities, to enhance students’ vocabulary
and other aspects of language.

Vocabulary, roughly are the words that one teaches in a foreign language. A new item of
vocabulary may not be a single word, rather, more than one word.
Broad speaking, according to HEIBERT & KAMIL (2005:3), ‘vocabulary is the knowledge of
meanings of words. In this sense, the knowledge of words can come to two forms, namely
receptive – that which one can understand and recognize – and productive – that the vocabulary
one uses then write and speak’. Teaching vocabulary helps students understand and
communicate with others in English.
In general, learners respond favourably to learning tasks related to some kind of visual contexts
because visual aids motivate students and lend themselves “to talk about and talk with.” This
idea suggests that visual aids enable learners to sustain their motivation and interest in learning
tasks and allow them to develop their English language skills.
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The study under research is entitled as A proposal to teaching vocabulary through visual aids.
The case study of Escola Secundária 12 de Outubro, grade 8. This is an attempt to find out
suitable techniques to teach vocabulary through visual aids, to grade 8.

1.1. Statement of the problem

Teachers of English language at Escola Secundária 12 de Outubro, which is located in Nampula
city, don’t teach vocabulary efficiently using different tools and techniques, such as the use of
visual aids to teach vocabulary effectively. There are several problems regarding English
language teaching and learning at that school, however, the researcher came to notice the
problem of inefficient teaching of vocabulary, especially not the use of different tools, such as
visual aids to help students improve their vocabulary learning process. As a result, students
don’t develop a wide range of vocabulary due to limited tools/aids and techniques used by the
teachers.

The problem under research was noticed through direct interactions with students and teachers
during break time. In free times, the researcher used to go to that school and ask teachers of
English language to interact with their students and with them during classes. For several times,
grade 8 students have presented great problems in vocabulary. The researcher came to find out
that teachers don’t use visual aids when teaching vocabulary to their students.

1.2. Research Objectives

Research objectives describe concisely what the research is trying to achieve. They summarize
the accomplishments a researcher wishes to achieve through the project and provides direction
to the study. A research objective must be achievable, i.e., it must be framed keeping in mind
the available time, infrastructure required for research, and other resources, (STARMAN,
2013).
1.2.1. General objective
According to STARMAN (2013:78), general objectives, states what researchers expect to
achieve by the study in general terms.

The general objective of this research proposal, is to find out why teachers of English language
at Escola Secundária 12 de Outubro, don’t use visual aids to teach effectively vocabulary to
grade 8 students, and propose the effective visual aids to teach vocabulary.

1.2.2. Specific objectives

a) Identify the reasons behind not the use of visual aids in the teaching of vocabulary;
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b) Understand why students face problems in learning vocabulary without visual

resources;
c) Describe the best techniques to teach effectively vocabulary through visual aids.

1.3. Research questions

a. Why do grade 8 students at Escola Secundária 12 de Outubro fail to learn vocabular
effectively?
b. What techniques do teachers use to teach vocabulary grade 8 students at Escola
Secundária 12 de Outubro?
c. What methodological strategies are there used by the teachers to help students learn
vocabulary effectively?
d. What type of teaching aids do teachers use to teach vocabulary to their students?

1.4. Research hypothesis

a. Maybe the teachers don’t understand the impact of using visual aids to teach
vocabulary effectively.
b. Perhaps the students fail to learn vocabulary because of lack of motivation to learn the
English language.
c. Maybe the teachers fail to use effective techniques to teach vocabulary efficiently.

1.5. Justification of the study

This research is worthy of study because vocabulary is an important tool for a language learner.
In the field of second language vocabulary learning, it is crucial to have a broad vocabulary in
order to be able to read texts and speak.

Vocabulary is central to English language teaching because without sufficient vocabulary

students cannot understand others or express their own ideas. Particularly as students develop
greater fluency and expression in English, it is significant for them to acquire more productive
vocabulary knowledge and to develop their own personal vocabulary learning strategies.
Most use English Language Teaching materials make use of visual aids to possibly clarify
concepts or decorate the materials so that they look physically attractive. Regardless of the
attractiveness of visual aids in the teaching materials, the use of visual aids in materials helps
learners understand particular concepts or words in the materials because visual aids can help
learners out visualize the concepts, which are hard to understand in mind.
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Therefore, the findings of this research will help most teachers improve their knowledge about
the use of visual aids to teach vocabulary effectively to their students, regardless of the grade
or level they are teaching. And also, will help them to develop different techniques in using
visual aids to teach vocabulary to their learners.

For the students, the findings will certainly have positive impacts on their vocabulary learning
once the materials or visual aids are highly motivating. Students will feel motivated to learn
effectively the English language in general and vocabulary particularly.
It is worth to stress that for the success of the learners’ academic life, on one hand lies on the
mastery of vocabulary, thus its failure has an immediate negative impact on the students’
English language learning process.

Summing up, using visual tools in the ELT classroom seems logical because the majority of
students are either visual learners, or have been directed towards adopting a visual learning
style due to their exposure to a plethora of visual stimuli in their everyday lives.

1.6. Rationale
Developing vocabulary is one of the most important factors in learning a language, firstly
because you can be understood if you make grammatical errors when you speak a language, but
you cannot express your ideas if you lack vocabulary.

English language is most spoken language in the world. It is associated with the most developed
regions in the world, such as America, Europe, Asia and others in the world of knowledge and
trade. So, knowing English language is very important. It is factual that English language in
Mozambique is taught from Upper primary schools to secondary schools, with the purpose of
preparing the students for their academic lives and for job opportunities. Thus, for the success
of this purpose there’s a need that students have a broad knowledge of vocabulary. This for
sure, constitutes the very first reason why this research project should be conducted.
The second reason why this research should be conducted is the fact that it will play an
important role in the Mozambican education as it will provide suggestions for designing
effective visual aids in ELT materials within the framework of “localization.” Localization here
means particular visual aids can be effectively used in particular teaching materials (e.g.,
learning tasks or activities) for particular groups of English learners. And finally, this research
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should be conducted because it constitutes academic purpose, as it is the final scientific work
to finish the course.

1.7. Scope and limitation

This research will be conducted at Escola Secundária 12 de Outubro, located in Nampula city.
The research will be directed to grade 8 students, and the English language teachers
respectively. It is 7 kilometres away from the researcher’s residence.

CHAPTER II: LITERATURE REVIEW

1. Definitions of visual aids

Visual aids in English Language Teaching materials can be defined as instructional aids that
display information visually for the purposes of English teaching or class use. Visual aids can
be a mediating tool for language learners of all ages in making sense of the target language -
English. Practically, visual aids include everything that a teacher wants to show to the students
and to work with for achieving effective materials understanding. Visual aids include any
objects used to allow for easy understanding and motivating media for language learning.
(ADRIADI, 2010:40).

As defined by HARRIS and CAVIGLIOLI (2003:6), “visual tools are powerful retention aids
which increase understanding. There are several types of visual tools: pictures, posters, photos,
illustrations, icons, symbols, sketches, figures, presentations, mind maps”.

Teaching aids are any graphics, images or pictures that help students to create relations amongst
the words. NATION et al., (1990:22) claim that:
“Visual aids are materials that used to convey meaning to students by
demonstration or pictures (using an object, using a cut out figure, using gesture,
performing and action, photographs, blackboard drawings or diagrams and
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pictures from books) and by verbal explanation (analytical definition, putting

the new word in a defining context, and translating into another language)”.

1.2. The importance of visual aids in the process of language learning

Using visuals encourages students to use their imagination, as the same picture can be
interpreted in many different ways. Visuals give an insight into the world and help students
think ‘outside the box’. And finally, visual aids can help lighten the lesson and make students
laugh, which is not unimportant, (CANNING-WILSON, 2001:98).

Teaching aids are designed to teach, illustrate and reinforce lessons. Teachers need to be aware
of the important role of visual as well as verbal tools and technologies, especially with this
younger generation of learners who are familiar with the visual interface of multimedia and
internet technologies. Because of the directly variable nature of language teaching and learning,
many language teachers underestimate the potentially constructive role learning aids can play
in enhancing the language learning classroom. (BRINTON, 2001:159).

Moreover, the author emphasizes that teaching visual aids offer many pedagogical methods for
developing vocabulary skills. It is claimed that new words should be presented in a context
using familiar vocabulary and grammar. To learn new vocabulary more effectively it is
suggested the use of instructional aids for presenting new words. When learning word items
there are some aids which help the learners to find the meaning of words.

MANNAN (2005:108) emphasizes that

“Teaching aids can be a helpful tool in the language classroom as points out
they help the teacher to clarify, establish, correlate and coordinate accurate
concepts, interpretations and appreciations, and enable him to make learning
more concrete, effective, interesting, inspirational, meaningful and vivid”.

In order to achieve an effective learning, there must be a first-hand experience by displaying

real objects of everyday life such as: chair, table, flash-cards, charts, diagrams, maps, the globe,
pictures which are the ideal means to help facilitate and present information in an interesting
and entertaining way that the lesson would look more fun.
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1.3. Types of visual aids

MOSS (2000:63), points out the following types of teaching material used in teaching and
learning processes:

1.3.1. Charts
Charts are the graphic teaching materials including diagrams, posters, pictures, maps and
graphs. It is defined as an illustrative visual material for describing a logical relationship
between main ideas and supporting facts.
1.3.2. Pictures
Pictures are the most commonly used and available graphical aids, pictures include
photographs, painting, illustrations clipped from periodicals. They remind the learner of the
meaning of words and help him/her communicate effectively. They help the teacher to well
save his/her voice. But too much detail confuses and distracts, while too little prevents
recognition. A suitable show of teaching aids is always used according to the teaching situation,
(MOSS, 2000:63).

1.3.3. Diagrams
A diagram is the simplified drawing of an object, product, appliance or process to explain finer
points of the same. A diagram shows relationships with the help of lines and symbols without
the pictorial elements.
1.3.4. Graphs
They are teaching aids for presenting statistical information and comparing the current
situations and changes of certain attributes. Graphs deal with the presentation of quantitative
data; it makes it easily interpretable and readily understood. The use of huge data and long list
of figures is always boring but the same represented by graphs arrests attention and induces
students to think, (MOSS 2000:63).
1.3.5. Maps
A map is a graphic aid that is considered as a diagram which depicts the surface of the earth,
world or parts of it. A map is always drawn to scale, which is mentioned, on one corner of it.
Every map should have the following descriptions on it: a title, a grid, a scale, a key, dates on
which it has been prepared, (MOSS, 2000:64).
1.3.6. Cartoons
A cartoon is humorous drawing which gives an indirect twisted message. They add that it is a
unique pictorial medium which has a visual appeal. In a cartoon, objects and people are depicted
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in an exaggerated manner with an understood message which is perceived symbolically. It is

simply a figurative and subtle graphic aid, (MOSS, 2000:64).

Moreover, there are a large number of visual aids, but there will be described the following: (1)
single and composite pictures, (2) stick figures, (3) colour or black-white photographs, and (4)
graphs because they are commonly either manually or electronically used in ELT as visual aids.

i. Single and composite pictures

Pictures, either single or composite, are frequently used in ELT as visual aids. A single picture
(e.g., a beach, a downtown area, a river, a school, etc.) can be a helpful medium for the teaching
of vocabulary, listening and speaking (e.g., identifying or describing things, objects, and
places).
Composite pictures, however, are appropriate media that can display a series of events, such as
storytelling, reading a history, telling a habit, telling a procedure, telling an activity, etc. Pictures
can be in colour or black and white, depending on the goal of making use of the pictures. The
most important thing is that pictures should be clearly printed or drawn.

ii. Stick figures

According to RODRIGUEZ (2009), stick figures are an exciting form of visual media because
of their possibility and flexibility in terms of the design and implementation for class use. Such
media can be used to visualize such things as objects, actions, emotions, and personalities. Stick
figures are also easy to prepare because teachers can probably create stick figures by themselves
using simple lines and circles.
Stick figures can be used to clarify simple concepts or word meanings to learners. For example,
in teaching a comparative sentence, a teacher can simply draw stick figures of two persons with
different height on a paper/handout, poster or black/whiteboard to tell the learners a
comparative pattern and how to construct comparative sentences. Thus, teachers should know
about whether stick figures can be used for clarifying particular grammatical patterns.

iii. Colour or black-white photographs

RODRIGUEZ (2009), argues that, different from that of stick figures, the use of photographs
in English Language Teaching materials portraits actual matters to the learners. Using good-
looking photographs in ELT materials can attract the learners’ attention in order to actively
engage in interactive warm-up activity, to learn the ELT materials through actual visuals (e.g.,
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people, places and objects), and to provide particular schematic knowledge of language (e.g.,
contextual and cultural inputs which are authentic).

In ELT materials, a series of photographs can be used to provide students with pictorial stories
in which students can tell a particular story. In addition, a series of photographs can be
employed to facilitate students in completing visual essay writing tasks. In this task, students
are asked to write down and develop ideas based on the photographs given, (RODRIGUEZ
2009).
iv. Graphs and other visual aids
Graphs and other similar visuals such as charts and tables are properly used to illustrate
a comparison of frequency, value or proportion of something, a process and a hierarchical
relationship. These materials are relevant to older learners since to grasp information presented
through graphs, charts and tables requires some extent of visual literacy in interpreting the
information given. However, simple graphs, charts, and tables are possibly used in teaching
young learners as long as they are designed specifically to cater to the learners’ need and suit
the learners’ level of understanding, (RODRIGUEZ 2009).

It is also important to note that the visual aids described above or other visuals can be produced
commercially and locally. Commercial visual aids are made for the purpose of business and
distributed by copyrights of the authors and publishers. Locally-made or teacher-made visual
aids are usually designed by teachers to cater to particular English learning needs. The design
of visual aids is not intended to standardize the media among English teachers, but to let the
teachers find the flexibility and possibility of particular visual aids for their teaching materials.
In such a way, this leads to creativity and innovation in the design and implementation of visual
aids in English Language Teaching materials.

HARMMER, (2007:177-178), stated that a range of objects, cards, and other things can be used
for presenting and manipulating language, and for involving students in activities of all kinds.
a. Realia
Using realia is helpful for teaching the meanings of the words or for simulating students’
activity; teachers sometimes come to class with plastic fruit, cardboard clock faces, or two
telephones to help simulate phone conversations.
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b. Pictures
Teachers have always used pictures or graphics – whether drawn, taken form magazines, books,
and newspapers or photographed to facilitate learning. Pictures can be in the form of flashcards,
large wall pictures, cue cards, photographs or illustrations.
c. Cards
Apart from flashbacks with pictures on them, cards of all shapes and sizes can be used in a
variety of ways. Cards in this sense, can range from carefully prepared pieces of thick paper
which have been limited to make them into a reusable resource to small strips of paper which
teacher brings in for lessons only.
Of many uses of cards, three are especially worth mentioning:
• Matching and ordering;
• Selecting;
• Card game.

1.4. Teaching vocabulary with visual aids

Recent research indicates that teaching vocabulary may be problematic because many teachers
are not confident about the best practice in vocabulary teaching and at times do not know where
to begin to form an instructional emphasis on word learning, (HARRIS, 2003).
Teaching vocabulary is one of the most discussed parts of teaching English as a foreign
language. When the teaching and learning process takes place, problems would appear to the
teachers. They have problems of how to teach students in order to gain satisfying results.

BROWN (2000:7), teaching is defined as showing and helping someone to learn how to do
something, giving instruction, guiding in the study of something, providing with knowledge,
causing to know and understand.

Teaching words are a crucial aspect of language as languages are based on words. As we know
that the basic of a language is words and it is impossible for us to learn a foreign language
without words, (THORNBURY, 2002).

In second language learning, using visual aids is an essential teaching strategy in the English as
Second Language classroom and English as Foreign Language classroom. Most foreign
language research has recognized that memorizing language forms and words is a very
ineffective strategy for learning a target language.
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WRIGHT (1990), generally believed that the learning experience of a target language would
become more significant and meaningful with the inclusion of visuals, as the students can make
some sense out of the visuals. He further asserted that visuals also provided interest and
motivation while offering an understanding of the context of the language and a specific
reference point or stimulus.

When we use visual aids as teaching aid, it is one of the aspects which root participation of
students in the lesson because when students look at visual model or aid, it is measured as a
kind of contribution.

1.4.1. Types of vocabulary

Some experts divide vocabulary into two types: active and passive vocabulary.
HARMER (2007), distinguishes between these two types of vocabulary. The first type of
vocabulary refers to the one that the students have been taught and that they are expected to be
able to use. Meanwhile, the second one refers to the words which the students will recognize
when they meet them, but which they will probably not be able to pronounce.
Haycraft, quoted by HATCH and BROWN (1995), indicate two kinds of vocabulary, namely
receptive vocabulary and productive vocabulary.

i. Receptive Vocabulary
Receptive vocabulary is a word that learners recognize and understand when they are used in
context, but which they cannot produce. It is vocabulary that learners recognize when they see
or meet in reading text but do not use it in speaking and writing (STUART, 2005:33).

ii. Productive Vocabulary

Productive vocabulary is the words that the learners understand and can pronounce correctly
and use constructively in speaking and writing. It involves what is needed for receptive
vocabulary plus the ability to speak or write at the appropriate time. Therefore, productive
vocabulary can be addressed as an active process, because the learners can produce the words
to express their thoughts to others (STUART, 2005:34).

iii. Vocabulary Mastery

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In order to understand the language, vocabulary is crucial to be mastered by the learner.

Vocabulary mastery is needed to express our ideas and to be able to understand other people's
sayings.
According to Webster (1992), “mastery refers to (1) a. the authority of a master: dominion, b.
the upper hand in a contest or competition; superiority, ascendancy and (2) a. possession or
display or great skill or technique, b. skill or knowledge that makes one master of a subject
comment”.
While Hornby (1995), defines “mastery as complete knowledge or complete skill. From that
definition, mastery means complete knowledge or great skill that makes someone a master in a
certain subject”.
The specificity of any individual’s vocabulary knowledge depends on the person and his
motivation, desires, and need for the words. Vocabulary mastery refers to the great skill in
processing words of a language. It is an individual achievement and possession. For that reason,
the biggest responsibility in increasing the knowledge is in the individual himself, (HATCH
and BROWN, 1995).
The success in widening the vocabulary mastery requires their own motivation and interest on
the words of a language.
From the definitions above, we can conclude that vocabulary mastery is an individual’s great
skill in using words of a language, which is acquired based on their own interests needs and
motivation. vocabulary mastery plays an important role in the four language skills and it has to
be considered that vocabulary mastery is one of the needed components of language.

2. The Techniques in Teaching Vocabulary

TAKAČ, (2008), pointed out that:
“Commonly, there are several techniques concerning the teaching of'
vocabulary. However, there are a few things that have to be remembered by
most English teachers if they want to present a new vocabulary or lexical items
to their students. It means that the English teachers want students to remember
new vocabulary. Then, it needs to be learnt, practiced, and revised to prevent
students from forgetting. Techniques employed by teachers depend on some
factors, such as the content, time availability, and its value for the learners”.

The author, emphasizes that this makes teachers have some reasons in employing certain
techniques in presenting vocabulary. In presenting one planned vocabulary item, the teacher
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usually combined more than one technique, instead of employing one single technique.
Teachers, furthermore, are suggested to employ planned vocabulary presentation as various as
possible.

According to READ (2000), the following are some techniques of teaching vocabulary:
i. Using pictures

Pictures connect students’ prior knowledge to a new story, and in the process, help them learn
new words. There are plenty of vocabularies that can be introduced by using illustrations or
pictures. They are excellent means of making the meaning of unknown words clear. They
should be used as often as possible. The list of pictures includes: posters, flashcards, wall charts,
magazine pictures, board drawings, stick figures and photographs.

Pictures for vocabulary teaching come from many sources. Apart from those drawn by the
teacher or students, they are sets of colourful pictures intended for schools. Pictures cut out of
newspapers and magazines are very useful as well. Nowadays many readers, vocabulary books
and course books contain a vast number of attractive pictures that present the meaning of basic
words. The teacher can use learning materials provided by the school. They can also make their
own visual aids or used pictures from magazines. Visual support helps learners understand the
meaning and helps to make the word more memorable.

ii. Mime, Expressions and Gestures

READ (2000), implies that "mime or gesture is useful if it emphasizes the importance of
gestures and facial expression on communication. At the essence it can not only be used to
indicate the meaning of a word found in reading passage, but also in speaking activity as it
stresses mostly on communication. Many words can be introduced through mime, expressions,
and gestures. For example, adjectives: [‘sad’, ‘happy’] mime and taking a hat off your head to
teach hat and so on.
“Teaching gestures appear in various shapes: hand gestures, facial expressions,
pantomime, body movements, etc. They can either mime or symbolize
something and they help learners to infer the meaning of a spoken word or
expression, providing that they are unambiguous and easy to understand. This
teaching strategy is thus relevant for comprehension. However, its utility may
depend on the kind of gesture used by the teacher. It has been highlighted that
foreign emblems, for instance, may lead to misunderstandings when it is not
known by the learners”, (READ 2000).
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In addition to supporting comprehension, teaching gestures may also be relevant for learners’
memorisation process. Indeed, many second language teachers who use gestures as a teaching
strategy declare that they help learners in the process of memorising the second language
lexicon. Many of them have noticed that learners can retrieve a word easily when the teacher
produces the gesture associated with the lexical item during the lesson.

iii. Guessing from Context

NATION (2001), claim that there are two types of contexts. The first type is the context within
the text, which includes morphological, semantic and syntactic information in a specific text,
while the second one is the general context, or non-textual context, which is the background
knowledge the reader has about the subjects being read.
Williams (1985), agrees with Nation in considering the specific context as ‘the other words and
sentences that surround that word […] it follows that other words in the context of the
unfamiliar word often ‘throw light on’ its meaning’.

Mc CARTHY (1988), sees “context as within the text itself, i.e., the morphological, syntactic,
and discourse information, which can be classified and described in terms of general features.
Learning from context not only includes learning from extensive reading, but also learning from
taking part in a conversation, and learning from listening to stories, films, television or the
radio”.
NATION (2001). In order to activate guessing in a written or spoken text, there should be four
elements available: the reader, the text, unknown words, and clues in the text including some
knowledge about guessing.
The absence of one of these elements may affect the learner’s ability to guess. Furthermore,
this technique encourages learners to take risks and guess the meanings of words they do not
know as much as possible.

2.1. The criteria for visual aids

The quality of the visual aids is essential to determine the effectiveness of the class, so the visual
aids used in the classroom need to be carefully chosen so that they invite interaction and creative
response.
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Crandall, (2005). Thus, the next step is intended to provide some relevant criteria considered
when selecting visual aids. Some authors argue that the teacher should take into account several
concerns when designing visual aids to teach vocabulary.

First, according to Willis (1990) the teacher should be familiar with the kind of visual aids to
be used. This is to say that the teacher should feel comfortable with the visual aid to be used.
The ability of the teacher in using the visual aid will influence the effectiveness of the class.
For example, if the teacher has trouble in using a given visual aid to be used in class, it will be
very difficult for the teacher to achieve what he/she is intending to. So, the teacher has to make
sure how to operate both the visual aid and the equipment required using it and the teacher
should practice using the visual aid before using it in the classroom.

Second, Canning-Wilson (1999) states that the teacher must be aware of the visibility of the
visual aids. That is, visual aids should be large enough for the students in the very back of the
classroom to see clearly. That does not mean that a photograph or chart in a textbook cannot be
used. It does mean that visual aids have to be large enough to be seen, because visual aids have
no value in the learning process if they cannot be seen.
All lettering and illustrations must be large enough to be seen easily by the students farthest
from the visual aids Also, visibility refers to duration, or the length of the time the visual aid is
used. Using a visual aid for one or two seconds will probably not give the students enough time
to and understand its content. The more complex the visual aid is the longer students will need
to understand and assimilate it into the teacher’s message. So, the visual aid should be as simple
as possible and visible to the entire class.

Third, according to Bailey, Schaffer and L. (1994) the effectiveness of the visual aid is also
related to clarity. That is, the visual aid must be designed and used so that students immediately
understand what it means and how it is related to the vocabulary. It is not necessary for the
teacher to give students a great deal of explanation for them to understand the visual aid. For
example, if the teacher wants to teach the vocabulary “cow” the visual aid should be clear
enough to teach the vocabulary.

Fourth, another criterion for visual aids is professionalism. That is, the visual aid must appear
to be professionally prepared. Visual aids that are hand lettered, sloppy and dirty or that have
misspelled words will decrease the teacher’s credibility. So, visual aids must appear that they
were prepared by a professional. Also, the writing used in the visual aid should be legible in the
 20

way every student can see it. The objectives or the effectiveness of a class will be achieved only
if the teacher takes into account the considerations above.

In short, visual aids should be carefully designed to achieve the goals they intend to. Because the
use of visual aids is helpful only if they match the features mentioned above. Given the importance
of using visual aids to teach vocabulary, teachers should give a special attention to how they can be
properly used in order to help learners retain as much information as possible about the depth of
words and they should provide students an opportunity to recognise words.
2.1. Importance of vocabulary learning
According to Mc CARTHY (1988), “vocabulary is obviously a very important element within
a language as the overwhelming majority of meaning is carried lexically; and, therefore,
something to be taken into consideration both in second and Foreign language teaching –
although not only that conveys meaning”.

There are certainly other elements such as grammar, stress, rhythm, intonation, tone of voice,
pauses, hesitations or silences, not to mention the use of non-vocal phenomena such as kinesics
and proxemic features.

In the context of learning English as a second language ESL, it has been stressed that adequate
knowledge of vocabulary is required for English language learners to be able to function
effectively using the language. Vocabulary refers to either a single word item, word phrases, or
word chunks that are necessary to make meaningful use of the language (ALFAKI, 2015).

NATION (2001), describes the relationship between vocabulary knowledge and language use
as complementary: knowledge of vocabulary enables language use and, conversely, language
use leads to an increase in vocabulary knowledge.

“Despite its unusual importance as the most basic form of utterance, vocabulary
is not evaluated as other English-language components such as speaking,
reading, writing, and listening. Besides, vocabulary is merely and implicitly
taught to learners, and vocabulary development is assumed to occur as learners
practice other language skills. Hence, it is not a surprise that vocabulary
acquisition continues to be one of the areas of concern among English language
practitioners, due to the great impacts that it might have on the ESL learners”.

In English language teaching, vocabulary is one of the important things to learn. If the students
have a good vocabulary, they can understand and communicate with teachers, friends or people
 21

around them using English. Having a good vocabulary also will help the students to absorb the
material from the teacher.
“The acquisition of vocabulary is essential for successful second language use and plays an
important role in the formation of complete spoken and written texts. In English as a second
language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital
role in all language skills (i.e. listening, speaking, reading, and writing”, (NATION, 2001).
Furthermore, the author argues, that the acquisition of an adequate vocabulary is essential for
successful second language use because without an extensive vocabulary, we will be unable to
use the structures and functions we may have learned for comprehensible communication.

HATCH & BROWN (1995:97), state that: ‘‘There is not much value in being able to produce
grammatical sentences if one has not got the vocabulary that is needed to convey what one
wishes to say […] While without grammar very little can be conveyed, without vocabulary
nothing can be conveyed’’.
Another possible reason of a paramount importance, is that, unlike syntax and phonology,
vocabulary does not have rules the learners may follow to acquire and develop their knowledge.
In other words, it is not clear in L2 vocabulary learning what rules apply or which vocabulary
items should be learned first.
 22

STRUCTURE OF THE WORK

The paper is organized in five chapter, and falls into the following structure:

In the 1st Chapter, is the introductory part of the research proposal. It is aimed to describe the
background information; problem statement; general and specific objectives; research
questions; hypothesis, justification of the study and delimitation of the study.

In the 2nd Chapter, it is described precisely the Literature Review. It portrays meticulously what
the scholars say about the visual aids and vocabulary, and the teaching of vocabulary through
visual aids. It also aims to state their importance for ESL students.

In the 3rd Chapter, it is presented the Research Methodology, of this proposal. Where research
paradigm; research design; research approach; target population, the sample, research
instruments (interview, questionnaires and observation), procedures, data analysis techniques
and limitation of the study, are found.

In the 4th Chapter, Data Presentation and Analysis, is the basis, it is where the researcher
presents the data and analyses it. It is also found what methods and instruments were used for
data collection.

Finally, chapter V addresses the Proposal, Implementation, Recommendations and the

Conclusion of the research.
 23

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

1. Philosophical Paradigm
1.1. Interpretative paradigm

According to the nature of this present research proposal, it is believed that an interpretative
paradigm, will be suitable as this paradigm examines how people engage in processes of
constructing and reconstructing meanings through daily interactions. […] When working within
this paradigm, attention is drawn to people’s patterns of interaction and the interpretive
processes by which they assign meanings to events, situations, and so forth. If you are working
within this paradigm, you prioritize people’s subjective understandings and multiple meanings
in the research process. (LEAVY 2017:192).

Reeves and Hedberg (2003, p. 32) note that the “interpretivist” paradigm stresses the need to
put analysis in context. The interpretive paradigm is concerned with understanding the world
as it is from subjective experiences of individuals. They use meaning (versus measurement)
oriented methodologies, such as interviewing or participant observation, that rely on a
subjective relationship between the researcher and subjects.
2. Research design
A research design is a systematic plan to study a scientific problem. Therefore, for this research
is has been opted for a descriptive design which involves an observational design as its subtitle.

According to SARTAN, (2013) this type of research design draws a conclusion by comparing
subjects against a control group, in cases where the researcher has no control over the
experiment.
“There are two general types of observational designs. Direct observations,
where people know that you are watching them. Unobtrusive measures involve
any method for studying behaviour where individuals do not know they are
being observed. An observational study allows a useful insight into a
 24

phenomenon and avoids the ethical and practical difficulties of setting up a

large and cumbersome research project”.
Observational studies are usually flexible and do not necessarily need to be structured around
a hypothesis about what you expect to observe data is emergent rather than pre-existing.

3. Research site
The present research proposal is set to be ran at Escola Secundária 12 de Outubro. It is a
secondary school located in Nampula city. It is expected to encounter some limitations in the
research run with data collection. It is factual that many people (teachers) avoid being observed
or questioned about a certain issue related to their teaching field. However, the researcher is
aware of the fact and is prepared to overcome for the success of the research proposal.

4. Research approach
It has been opted for a qualitative research approach for this study, as it is stated below:
“Qualitative approaches to research value depth of meaning and
people’s subjective experiences and their meaning-making processes.
These approaches allow us to build a robust understanding of a topic,
unpacking the meanings people ascribe to their lives—to activities,
situations, circumstances, people, and objects”, (LEAVY, 2017:124).

Burns and Grove (2009) have provided their opinion that qualitative research is a systematic
and subjective approach to highlight and explain daily life experiences, and to further give them
proper meaning.
Qualitative research attacks issues differently from the way outlined above. It is based on the
fundamental idea that “reality” is subjective: Every human being constructs an individual,
personal view of the way the world works on the basis of his or her specific interactions with it
(including the people who are part of it). As a result, much of what people, including
researchers, regard as reality actually consists of a set of impressions, inferences and opinions
in each individual person’s mind. (WOODMAN, 2014).
 25

5. Research method
According to KOTHARI, (2004), “Research methodology is a way to systematically solve the
research problem. It may be understood as a science of studying how research is done
scientifically. In it we study the various steps that are generally adopted by a researcher in
studying his research problem along with the logic behind them”. It is necessary for the
researcher to know not only the research methods/techniques but also the methodology.
Researchers not only need to know how to develop certain indices or tests, how to calculate the
mean, the mode, the median or the standard deviation or chi-square, how to apply particular
research techniques, but they also need to know which of these methods or techniques, are
relevant and which are not, and what would they mean and indicate and why. Researchers also
need to understand the assumptions underlying various techniques and they need to know the
criteria by which they can decide that certain techniques and procedures will be applicable to
certain problems and others will not.
5.1. Case Study

According to STURMAN, (1997), “a case study is a general term for the exploration of an
individual, group or phenomenon”
Creswell (2009), defines case study as “Researcher explores in-depth a program, an event, an
activity, a process, or one or more individuals”. The structure of a case study should be the
problem, the context, the issues, and the lessons learned.

Case studies opt for analytic rather than statistical generalization, that is they develop a theory
which can help researchers to understand other similar cases, phenomena or situations.
Case studies are set in temporal, geographical, organizational, institutional and other contexts
that enable boundaries to be drawn around the case; they can be defined with reference to
characteristics defined by individuals and groups involved; and they can be defined by
participants’ roles and functions in the case. (Robson (2002: 183), cited in COHEN et al
(2007:254).
 26

DATA ANALYSIS, TYPES AND SOURCES, POPULATION, SAMPLING AND DATA

COLLECTION
1. Data analysis
1.1. Definition of data
defines data as a set of values of qualitative or quantitative variables. Data is facts or figures
from which conclusions can be drawn. Before one can present and interpret information, there
has to be a process of gathering and sorting data. Just as trees are the raw material from which
paper is produced, so too, can data be viewed as the raw material from which information is
obtained. Data as a general concept refers to the fact that some existing information or
knowledge is represented or coded in some form suitable for better usage or processing.
1.2. Primary data
According to DOUGLAS (2015) primary data refers to the first hand data gathered by the
researcher himself. Sources of primary data are surveys, observations, questionnaires, and
interviews as explained below:
1.3. Survey
Survey method is one of the primary sources of data which is used to collect quantitative
information about items in a population. Surveys are used in different areas for collecting the
data even in public and private sectors. A survey may be conducted in the field by the
researcher. The respondents are contacted by the research person personally, telephonically or
through mail. This method takes a lot of time, efforts and money but the data collected are of
high accuracy, current and relevant to the topic.

1.4. Observations
Observation as one of the primary sources of data. Observation is a technique for obtaining
information involves measuring variables or gathering of data necessary for measuring the
variable under investigation. Observation is defined as accurate watching and noting of
phenomena as they occur in nature with regards to cause and effect relation.
 27

1.5. Interview
Interviewing is a technique that is primarily used to gain an understanding of the underlying
reasons and motivations for people’s attitudes, preferences or behavior. Interviews can be
undertaken on a personal one-to-one basis or in a group.

1.6. Questionnaires
Questionnaire as one of the primary sources of data is an observational technique which
comprises series of items presented to a respondent in a written form, in which the individual
is expected to respond in writing. Here the respondents are given list of written items which he
responds to by ticking the one he considers appropriate.

1.7. Secondary data

Secondary sources mean data collected by someone else earlier. Secondary data are the data
collected by a party not related to the research study but collected these data for some other
purpose and at different time in the past. If the researcher uses these data then these become
secondary data for the current users. Sources of secondary data are government publications
websites, books, journal articles, internal records. (DOUGLAS, 2015).
In this research proposal, will be used primary data as they match with the nature of the research
approach (descriptive), and will be used in alternated days at Escola Secundária 12 Outubro, in
Nampula city. They will be directed to grade 8 students and English language teachers at that
school.

2. Population
In this research proposal, the target population are primarily English language teachers at Escola
Secundária 12 de Outubro, mainly those who teach in grade 8. Secondly, the students who are
in grade 8 at that school. It is hoped to work with three (3) English language teachers and 15
grade 8 students, where 5 will be girls and 10 boys.

3. Sampling procedure
Among the two (2) types of data sources, one will be applied in this research only. That’s, the
primary data source. In this sense, interviews and questionnaires are the ones which will be
applied.
 28

First, the questionnaire will be given to all, (teachers and students) who are willing to
participate. Second, the semi-structured interviews will be conducted on a ‘critical case’ basis,
i.e. with participants who are in key positions and who are ‘knowledgeable people’ about the
teaching of vocabulary through visual aids.

4. Data collection
This will proceed in the following sequence; administration of the questionnaire will be
followed by analysis of questionnaire data to provide material for the interviews. Interviews
will be conducted concurrently.

4.1. Instruments for data collection

For this research, will be used the following instruments for data collection:

a) Questionnaires – open-ended-questionnaires

Open-ended question allows the target audience to voice their feelings and notions freely.
These questions are not based on pre-determined responses, giving respondents an opportunity
to express what they feel is right, and often provide real, perception, and at times, startling
proposals.

b) Interviews (personal) – semi-structed interviews

Semi-structured interview is a type of interview in which the interview asks only a few
predetermined questions while the rest of the questions are not planned in advance.

Firstly, the researcher will get in touch with the direction staff of the school, where intends to
collect the data for further analysis. After being accepted to conduct the research and collect
the data needed, the researcher will then design questionnaires for English language teachers of
that school. The questionnaires will be based on the assumptions of teaching vocabulary in
general, and then with visual aids.

Secondly, questionnaires will be addressed to teachers. Then the answers given by them, will
recorded and kept for further analysis. After that, the interviews will take place. They will be
directed to teachers and students who will be selected for the research at that school.
 29

This research will be conducted in the day shift classes, once bulk of the students are young and
they are more likely to learn vocabulary with visual aids.

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