A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the degree of Master of Education Johannesburg, 2016. / The aim of this research is to understand how the use and manipulation of concrete tools, specifically six DUPLO bricks, can impact language acquisition and vocabulary development in second language learners. The study works within a social constructivist paradigm and draws on the work of Vygotsky (1978b). This is an exploratory study and the data is gathered from observations, focus group sessions and semi-structured interviews. The research is conducted over a period of 14 weeks with one class of Grade 1 children who are learning through the medium of English but are also second language learners. The selected school was a northern suburbs government school. The findings show that the children did benefit from the intervention and that learning was enhanced through tactile activities and embodiment. The social collaborative learning through play provided the best opportunities for language acquisition and the development of a shared repertoire of vocabulary. The research study has implications for the theory and practice of teaching early literacy in South Africa in particular language learning and vocabulary development. / MT2017

The aim of this study was to investigate the effectiveness of DVDs in enhancing student vocabulary development in second-language contexts. To this end the study sought students’ perceptions of DVD subtitles and their level of vocabulary knowledge. It also examined the extent to which watching a DVD with or without intralingual subtitles can improve students’ vocabulary recognition and recall. The literature review included a discussion on the variables operant in second-language acquisition; the use of visual media on vocabulary learning; and the effects of subtitling practices as a didactic tool for vocabulary recall and recognition. The study adopted a mixed-method approach and data were collected through a survey and openended questionnaire; a Vocabulary Levels Test; a Vocabulary Knowledge Scale Test; and vocabulary intervention activities. The findings indicate that DVDs can enhance students’ vocabulary in second-language teaching and learning contexts. More importantly the study confirms audio-visual images create greater sensory input that is, “words associated with actual objects or imagery techniques, are learned more easily than those without” (Chun and Plass, 1996:183). / English Studies / M.A. (TESOL)