Navarro García, David2018-10-232018-10-232018https://academica-e.unavarra.es/handle/2454/31143The aim of this study is to analyse and compare three different methodologies (glossed L1 translation lists, image-based and video-based) for vocabulary learning taking into account the two stages of vocabulary acquisition: receptive/passive and productive/active. The participants were 52 high school students aged from 12 to 15 who were exposed to all the methodologies. The instruments employed for this research were a pre-test to check previous knowledge and an immediate and as delayed post-tests that were equal for each methodology. The results indicate that the image-based methodology is the most effective methodology in terms of immediate and delayed recall. Focusing on receptive vocabulary and productive vocabulary, the results show that the results of the image-based methodology and the video-based methodology are better than the results of the translation methodology. The results for productive vocabulary are slightly better for translation and image-based methodologies. Students have expressed a greater preference for image-based methodology.application/pdfenginfo:eu-repo/semantics/masterThesis2018-10-22info:eu-repo/semantics/openAccess