Picture-text Complementarity in English Language Learning

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.

Autorentext
A senior lecturer at Widya Mandala Catholic University, Surabaya, Indonesia. He obtained a BA in English Teaching and a master's degree in Instructional Technology. In 2005 he earned his Ph.D from the Faculty of Education, Curtin University of Technology, Australia. His research interests include e-learning, animations and multimedia learning.

Klappentext
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.