Animation In The Service Of Foreign Language Learning: The Impact Of Animated Films On English Acquisition Among Tunisian Primary School Students
Keywords:
Animated films, Educational audiovisual, Language learning, Listening comprehension, Primary school studentsAbstract
This study examines the impact of animated films on improving language learning outcomes for primary school students, particularly in the Tunisian context. Addressing the limitations of traditional foreign language teaching methods, the research explores how audiovisual media, specifically animated films, can enhance listening comprehension and vocabulary acquisition. Grounded in the theoretical frameworks of multimodal learning (Mayer, 2001) and involuntary memorization (Zinchenko, 2001), the study highlights the benefits of integrating visual, auditory, and contextual elements into the learning process. The methodology employed combines pre- and post-intervention assessments with structured questionnaires to evaluate students' linguistic progress. The findings reveal significant improvements in listening skills and vocabulary retention, demonstrating that animated films provide an engaging and effective learning environment. The study also emphasizes the role of emotional engagement and interactive contexts in fostering involuntary memorization and learner motivation. This research underscores the potential of animated films as a transformative educational tool, advocating for their integration into teaching strategies. The implications suggest that audiovisual media can enhance the accessibility and efficiency of language learning, especially in primary education.
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