This study investigates the methodology for optimizing illustrative tools in developing lexical competence among primary school students. The research examines the effectiveness of various visual aids, digital illustrations, and multimodal resources in vocabulary acquisition and retention. Through a mixed-methods approach involving 320 primary school students across three educational institutions, the study evaluates the impact of systematically integrated illustrative tools on lexical development. Results demonstrate that students exposed to structured illustrative methodologies showed a 42% improvement in vocabulary retention and a 38% increase in contextual word usage compared to traditional text-based approaches. The findings reveal that combining static and dynamic visual representations with interactive elements significantly enhances lexical acquisition, particularly for abstract concepts and polysemous words. The study proposes a comprehensive framework for implementing illustrative tools that considers cognitive load theory, dual coding principles, and developmental appropriateness. These findings have important implications for curriculum design, teacher training, and the development of educational materials for primary education.
METHODOLOGY FOR IMPROVING THE USE OF ILLUSTRATIVE TOOLS IN ENHANCING LEXICAL COMPETENCE OF PRIMARY SCHOOL STUDENTS
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