Real Objects, Real Language: A Study of Realia in Second Language Acquisition

Abstract

This study examines the pedagogical role of realia — authentic, tangible objects and materials — in second language acquisition (SLA). Realia-based instruction has been recognized as a powerful approach that connects classroom learning with real-world language use, yet systematic empirical investigation of its measurable effects remains limited. The present research investigates how realia-based instruction influences vocabulary retention, communicative competence, and learner motivation among undergraduate foreign language students. A quasi-experimental mixed-methods design was employed, comparing an experimental group receiving realia-based instruction with a control group receiving traditional textbook-based instruction over an eight-week period. Data were collected through pre- and post-tests, speaking assessments, Likert-scale questionnaires, classroom observations, and a teacher reflective journal. The findings reveal that students in the experimental group demonstrated significantly higher vocabulary retention gains (25% vs. 12%), superior communicative performance, and markedly higher levels of motivation and classroom engagement. Realia also contributed to improved cultural awareness and more spontaneous, contextually appropriate language use. The results are interpreted through the theoretical frameworks of Krashen's Input Hypothesis, Vygotsky's Sociocultural Theory, Depth of Processing Theory, and Self-Determination Theory. The study contributes to the growing literature on authentic materials in SLA and provides practical implications for educators seeking to develop more dynamic, learner-centred language learning environments.