Picture-text Complementarity in English Language Learning
Exploring Effective Static and Animated Picture Designs for Improving Learning
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This book reports on research exploring the influenceof illustration design features on learners'comprehension of associated text. The researchexamined the extent to which variations in the designof illustrations could clarify ambiguous incompletetext passages and so direct learners to anappropriate choice of prepositions missing fromthose passages. Appropriate choice was assumed toresult from the construction of a suitable mentalmodel of the referent situation portrayed by the textand picture combination. The focus of the researchwas upon Indonesian students learning English. Thiscumulative i...
This book reports on research exploring the influence
of illustration design features on learners'
comprehension of associated text. The research
examined the extent to which variations in the design
of illustrations could clarify ambiguous incomplete
text passages and so direct learners to an
appropriate choice of prepositions missing from
those passages. Appropriate choice was assumed to
result from the construction of a suitable mental
model of the referent situation portrayed by the text
and picture combination. The focus of the research
was upon Indonesian students learning English. This
cumulative investigation began by characterising
current usage of pictures in the teaching of English
prepositions, identifying prepositions students found
difficult, and determining possible sources of these
difficulties with respect to the design of pictures
(both static and animated) used to support the
associated text. The research indicates that the mere
provision of accompanying pictures is insufficient to
ensure they support effective comprehension of text.
Rather, the particularities of design of both static
and animated pictures are central to their
educational effectiveness.
of illustration design features on learners'
comprehension of associated text. The research
examined the extent to which variations in the design
of illustrations could clarify ambiguous incomplete
text passages and so direct learners to an
appropriate choice of prepositions missing from
those passages. Appropriate choice was assumed to
result from the construction of a suitable mental
model of the referent situation portrayed by the text
and picture combination. The focus of the research
was upon Indonesian students learning English. This
cumulative investigation began by characterising
current usage of pictures in the teaching of English
prepositions, identifying prepositions students found
difficult, and determining possible sources of these
difficulties with respect to the design of pictures
(both static and animated) used to support the
associated text. The research indicates that the mere
provision of accompanying pictures is insufficient to
ensure they support effective comprehension of text.
Rather, the particularities of design of both static
and animated pictures are central to their
educational effectiveness.
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