The Role of Semiotics in ELT Grammar and Vocabulary Instruction

Abstract

This literature review aims to explore the studies regarding the integration of semiotic elements into vocabulary and grammar teaching in English Language Teaching (ELT). The review focuses on 64 studies published between 2000 and 2025, giving information about the use of various semiotic elements such as visuals, memes, word clouds, graphic organizers, and peripheral learning materials. It highlights the benefits of using semiotic elements in language teaching practices, such as improved engagement and activating long-term memory, while also drawing attention to challenges like cultural variability and technological constraints. Despite the prevailing status of visual tools in semiotics research, limited studies address other modalities, such as gestures and auditory symbols. The findings emphasize the need to balance semiotic approaches with traditional teaching methods, providing valuable guidance for curriculum developers and educators. The review concludes with practical recommendations for incorporating a variety of semiotic resources that are responsive to students’ needs and cultural contexts, while also identifying areas for future research to address gaps in multimodal and cross-cultural teaching strategies.

Keywords

• semiotics
• language teaching
• peripheral learning
• visuals
• auditory symbols

References

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