TEACHING AUDIOVISUAL PERCEPTION THROUGH ENGLISH-LANGUAGE ANIMATED FILMS IN PRIMARY FOREIGN LANGUAGE EDUCATION

Abstract

      This theoretical paper examines how English-language animated films can support the development of audiovisual perception in primary foreign language education. Audiovisual perception—understanding meaning through combined visual and auditory cues—is especially important for young learners, who rely heavily on images, gestures, and tone of voice when interpreting new language. Drawing on Dual Coding Theory, Multimedia Learning Theory, and the Input Hypothesis, the paper synthesizes research on multimodal learning and children’s media to explain why animated films provide effective and comprehensible input. Animated films offer exaggerated actions, expressive characters, and clear storylines that help children connect spoken English with meaningful visual context. The analysis also identifies practical viewing strategies and activity types that teachers can use before, during, and after film clips to strengthen learners’ attention, comprehension, and engagement. Although films require careful planning to avoid passive watching, the findings show that guided viewing can enhance listening skills, vocabulary development, motivation, and overall multimodal literacy. The paper concludes that animated films represent a valuable and accessible tool for creating rich, supportive learning environments for young EFL learners.