USING VISUAL AIDS TO ENHANCE VOCABULARY LEARNING IN YOUNG LEARNERS
Keywords:
Visual aids, vocabulary acquisition, young learners, dual coding, multimodal learningAbstract
This article examines the role of visual aids in enhancing vocabulary acquisition among young language learners aged 5-12 years. Drawing from cognitive psychology, educational neuroscience, and second language acquisition research, the study analyzes how visual supports—including pictures, diagrams, gestures, and multimedia—facilitate word learning and retention. Evidence demonstrates that visual aids leverage dual coding theory, reduce cognitive load, and provide contextual anchors that strengthen memory formation. The analysis explores specific visual strategies, their theoretical foundations, and practical implementation guidelines for educators. Findings emphasize the critical importance of intentional visual design and multimodal instruction in early vocabulary development.
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