Abstract

The present study was aimed at examining the effect of English vocabulary teaching with the pedagogical cartoon 'Gogo', supplemented by teacher-learners' interlingual interpretation and interactional illustrations, on the learning amount of Dilmaj Language House learners. The population involved all language learners of the institute (138), among whom 40 students were selected as the sample with simple random sampling and assigned to two classes (control and experimental groups) to be examined. First, a pre-test was administered to both control and experimental groups and then the experimental group received vocabulary teaching with the pedagogical cartoon 'Gogo', supplemented by teacher-learners' interlingual interpretation and interactional illustrations, for one semester (14 sessions); and the control group received the same cartoon without teacher-learners' interlingual interpretation and interactional illustrations. In the end of the term, post-test was administered to both groups. The results showed that the use of standard pedagogical cartoons such as 'Gogo', supplemented by teacher-learners' interlingual interpretation and interactional illustrations, could provide more comprehensible input, in turn bringing about better language acquisition. Key Words: interlingual interpretation, Krashen's input hypothesis, comprehensible input, 'Gogo' pedagogical cartoon.