Learning vocabulary through frame semantics. The use of cartoons for frame activation (The Simpsons)

Abstract

Secondary Education tends to focus more on grammar than on vocabulary. However, both language aspects are essential for communication. For this reason, it is necessary to introduce methods which foster students’ ability to use the English they learn in the EFL classroom in their real lives. In particular, the aim of this proposal is to teach vocabulary by activating frames, in which vocabulary is organised in our brains, according to Fillmore (1982). The proposal developed in this study consists of three activities which have the aim of activating three frames so as to teach vocabulary related to Feelings and Injuries. In order to verify if these activities are efficient at teaching that vocabulary, two groups of 2nd ESO have participated in experimental procedures. The first group followed the traditional method of learning word lists by heart and practising them in workbook exercises. The second group developed the activities based on the Frame Semantics approach. Thus, the impact of this proposal can be determined by using two tools created for that purpose. These tools measured the previous knowledge about the vocabulary and how much vocabulary both groups were able to use when they had already learnt and practised it through the different treatments. Finally, the results of both groups were compared, and they showed if the proposal based on Frame Semantics was more efficient at teaching vocabulary.