Mental imagery, motivation and reading in a foreign language
DOI:
https://doi.org/10.17398/1988-8430.28.127Keywords:
second language reading, mental imagery, motivation, interest.Abstract
Neural research points to a new direction in the study of the human mind and mental imagery seems to be a component of thought underlying every act of knowledge. In consonance with this evidence, some educational approaches are advocating the use of mental images in the classroom in order to aid in comprehension and recall. This new neural evidence presents an epistemological challenge both to the empirical and the theoretical realm, implying the promotion and development of research studies to check its applicability to different areas of learning together with the revision of the existent learning theories incorporating the new research findings. In line with this neural evidence, a cuasi-experimental study (n=223) was designed in order to analyse the incidence of mental imagery instruction on reading skill in a foreign language (English) and the degree of correlation to interest in the FL. The experimental group received treatment in mental imagery generation and manipulation, whereas the control group kept the traditional reading activities of the course. Different gathering information tools were used: reading part of the TOEFL, visual vividness imagery questionnaire, and a group of qualitative tools (questionnaires, interviews, and observation rubric). The UNIANOVA analysis shows a significant increase in the reading ability of the experimental group together with an increase in the interest measures on the experimental group.
References
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Gardner, H. (1983). Frames of Mind. Nueva York: Basic Books
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Holmes, J. A. (1976). Basic assumptions underlying the substrata-factor theory. En H.D. Singer y R.B. Rudell (eds.) Theoretical Models and Processes of Reading. Del.: International Reading Association).
Holmes, E. A. y Mathews, A. (2005). Mental imagery and emotion: A special relationship? Emotion, 5(4), 489–497. http://doi.org/10.1037/1528-3542.5.4.489.
Holmes, E. A. y Mathews, A. (2010). Mental imagery in emotion and emotional disorders. Clinical Psychology Review. http://doi.org/10.1016/j.cpr.2010.01.001.
Huey, E. B. (1908). The Psychology and Pedagogy of Reading. New York: Macmillan.
Hyman, I. y Pentland, J. (1996). The role of mental imagery in the creation of false childhood memories. Journal of Memory and Language, 35(2), 101-117
Isai, A. y Sagi, D. (1995). Common mechanisms of visual imagery and perception. Science, 268, 1772-1774. Journal of Consulting Psychology, 29, 78-80.
Ji, J. L., Heyes, S. B., MacLeod, C. y Holmes, E. A. (2016). Emotional Mental Imagery as Simulation of Reality: Fear and Beyond—A Tribute to Peter Lang. Behavior Therapy. http://doi.org/10.1016/j.beth.2015.11.004.
Keogh, R. y Pearson, J. (2017). The perceptual and phenomenal capacity of mental imagery. Cognition, 162, 124–132. http://doi.org/10.1016/J.COGNITION.2017.02.004.
Kocaarslan, M. (2016). An exploratory study of the relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. International Electronic Journal of Elementary Education, 8(4), 675.
Kosslyn, S. M. (2005). Mental Images and the Brain. Cognitive Neuropsychology (22) 333-347.
Kosslyn, S. M., Ganis, G. y Thompson, W. L. (2001). Neural Foundations of Imagery. Nature Reviews: Neuroscience (2) 635-642.
Kosslyn, S. M., Ganis, G. y Thompson, W. L. (2010). Multimodal Images in the Brain. In A. Guillot y C. Collet (Eds.), The Neurophysiological Foundations of Mental and Motor Imagery (pp. 3-16).Oxford: Oxford University Press.
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Krashen, S. (2009). Anything but Reading. Knowledge Quest, 37(5), 18–25. Retrieved from http://search.ebscohost.com/login.aspx?direct=trueydb=aphyAN=42324893ysite=ehost-live
Lipp, E. (1991). Sustaining the reading interests of academically oriented ESL students. TESOL Quarterly, 25/2, 185-189.
Long, S.A., Winograd, P.N. y Bridge, C.A. (1989). The effects of reader and text characteristics on reports of imagery during and after reading. Reading Research Quarterly, 24, 353-372.
Lorenzo, F. (1994). Bases para un estudio de la motivación en el aprendizaje de L2 como lengua extranjera. Tesis de Licenciatura inédita. Universidad de Sevilla.
McGeown, S. P., Duncan, L. G., Griffiths, Y. M. y Stothard, S. E. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits. Reading and Writing, 28(4), 545–569. http://doi.org/10.1007/s11145-014-9537-9.
Martin, K. A. y Hall, C. R. (1995). Using Mental Imagery to Enhance Intrinsic Motivation. Journal of Sport y Exercise Psychology, 17(1), 54–69. http://doi.org/10.1123/jsep.17.1.54.
Maslow, A. (1970). Motivation and Personality. Nueva York: Harper y Row.
Mathewson, G.C. (1985). Toward a comprehensive model of affect in the reading process. En H. Singer y R.B. Ruddell (Eds.), Theoretical Models and Processes of Reading (3ª edición). Newark, DE: International Reading Association.
McKellar, P. (1957). Imagination and Thinking. London: Cohen y West.
Minsky, M. (1975). A framework for representing knowledge. En P.H. Winston. (Ed), The Psychology of Computer Vision (pp. 211-277). New york: McGraw-Hill. Nueva York: Avon.
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2018-09-14
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Tejuelo is published with license Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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Mental imagery, motivation and reading in a foreign language. (2018). TEJUELO. Didactics of Language and Literature. Education, 28, 127-160. https://doi.org/10.17398/1988-8430.28.127
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