TEACHING STRATEGIES AND INCLUSION DIDACTIC METHODS TO IMPROVE FOREIGN LANGUAGE VOCABULARY LEARNING THROUGH THE EMBODIED EXPERIENCE

Abstract

The purpose of this study was to investigate the effectiveness of an 8-week curricular English program integrated with physical activity on primary school children’s foreign language vocabulary learning.

40 school-aged children (9-10 years) were randomly assigned to an experimental group (EG, n=20) who received English lessons integrated with physical activity, or a control group (CG, n=20) who participated in regular English classes (̴ 60 min., two times a week).

To test children’s memory performance, a cued Recall memory test and the Verbal Paired Associates, a subtest of the Wechsler Memory Scale – IV were administrated.

The results suggested that after 8-week students were able to increase their ability to recall new words, and that this program might improve cognitive functions and, consequently, academic performance.