PALAVRAS EM MOVIMENTO: APRENDIZAGEM DE VOCABULÁRIO EM LÍNGUA ESTRANGEIRA EM REALIDADE AUMENTADA.

Vocabulary learning and body movement have received little emphasis on several language teaching methods and approaches for a considerable time (Scaramucci, 1995; Souza, 2004; Gattolin, 2005; Procópio, 2016). With the insertion of immersive technologies, such as Augmented Reality, new trends have broadened the horizons of Applied Linguistics regarding language learning (Legault et al., 2019). It is in this context that the present paper aims to explore the contribution of body movement in L2/LE vocabulary learning in Augmented Reality environment. The following methodological procedures were applied to 15 high school students of a Technical Course in Informatics from a Federal Institute of Rio de Janeiro: exposure to the Augmented Reality environment, an environment evaluation questionnaire (MAAVIRA) and an individual interview. Based on the assumptions of Embodied Cognition, this exploratory research traces promising paths pointing out that body movement can effectively contribute to L2/LE vocabulary learning given that the hypermodality present in Augmented Reality enables the combination and integration of different modalities in the information presentation. [ABSTRACT FROM AUTHOR]