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THE EFFECT OF MULTISENSORY LEARNING ON VOCABULARY RETENTION
IN BILINGUALS
Sobirova Vazira Jahongir qizi
The student of philology faculty, UzSWLU
E-mail: sobirovavazira5@gmail.com
https://doi.org/10.5281/zenodo.15281737
Annotation:
This article gives information about the potential of multisensory learning
(visual, auditory, and tactile strategies) to enhance vocabulary acquisition among bilingual
learners. Relying on existing literature and insights from notable researchers, it highlights the
importance of using multisensory techniques and claims the integration of these methods as a
more effective strategy for memorization and engagement of language learners.
Keywords:
multisensory learning, visual, auditory, and tactile strategies, vocabulary
acquisition, bilingual learners, memorization, engagement of language learners, innovative
methods, multiple senses, retention of information.
What is Multisensory Learning?
In today's world of multilingual communication and global education, the challenge of
effectively acquiring and retaining vocabulary is crucial for bilingual learners. Although
memorization is a common technique, it often fails to deliver lasting results. As a result,
educators and researchers are turning to innovative methods that not only improve memory
but also boost student motivation and cognitive involvement. One such promising approach is
multisensory learning
, which involves engaging multiple senses—such as sight, sound, and
touch—to enhance the learning experience.
Picture 1:
The image illustrates the concept of multisensory learning, highlighting the
integration of kinesthetic, visual, and auditory language symbols to enhance
understanding.
How Multisensory Learning Works
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Multisensory learning involves teaching strategies that engage two or more senses at the
same time to enhance students' comprehension and retention of information. This approach
may include
listening
to word pronunciations (auditory),
seeing
the word or an image (visual),
and
physically interacting with
the concept through actions, drawing, or touching objects
(tactile/kinesthetic).
Practical Applications
For bilingual learners — who frequently face issues like language interference or
overloaded working memory — this approach provides a more profound level of processing.
For example, matching vocabulary to gestures, real-life objects, or sound effects can establish
more powerful neural connections for storing memories. Applications such as
Quizlet,
Memrise
and
Anki
already include these features, combining images, audio, and even game-
like activities and this is the reason why their users find them as produvtive tools for language
laerning.
Benefits Beyond Retention
Furthermore, instruction that incorporates multiple senses enhances student
engagement
and
motivation
. Learning turns into an interactive, enjoyable, and meaningful
experience, relieving stress that often caused by vocabulary assessments or language
misunderstandings. It also acknowledges various learning preferences, providing visual,
auditory, and kinesthetic for learners at the same time. In classrooms with most of the students
are bilingual, this approach can foster inclusivity and boost academic success without the need
for costly resources.
Conclusion
Multisensory learning isn't just helpful for better memorization, it also creates
opportunity for improved learning experiences and satisfactory outcomes of bilingual learners.
When words connect with images, sounds, and actions, they stop being forgettable terms and
become real language. This isn't complicated, because students can do this using a lot of good
apps, and teachers can apply these methods in the process of teaching effectively.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Baddeley, A. (2000). The episodic buffer: A new component of working memory?
Trends
in Cognitive Sciences, 4
(11), 417–423.
2.
Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for
language processing and cognition.
Journal of Cognitive Psychology, 25
(5), 497–514.
3.
Van Hell, J. G., & Tokowicz, N. (2010). Event-related brain potentials and second language
learning: Syntactic processing in late L2 learners at different proficiency levels.
Language
Learning, 60
(s2), 203–230.
4.
Godwin-Jones, R. (2018). Second language vocabulary learning.
Language Learning &
Technology, 22
(3), 1–19.
5.
Nation, I. S. P. (2013).
Learning vocabulary in another language
(2nd ed.). Cambridge
University Press.
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6.
Echevarria, J., Vogt, M. E., & Short, D. (2017).
Making content comprehensible for English
learners: The SIOP model
(5th ed.). Pearson.
7.
Shapiro, L., & Waters, D. L. (2021). The role of digital multisensory media in L2 vocabulary
learning.
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, 102480.
