Vocabulary Learning Promotion through English Subtitled Cartoons

Mahdiyeh Seyed Beheshti Nasab; Seyyed Fariborz Pishdadi Motlagh

doi:doi:10.11648/j.cls.s.2017030101.11

| Peer-Reviewed

Vocabulary Learning Promotion through English Subtitled Cartoons

Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh

Published in Communication and Linguistics Studies (Volume 3, Issue 1-1)

Received: 28 May 2016 Accepted: 3 June 2016 Published: 1 July 2016

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Conspicuously, the purpose of this study was to survey the impact of subtitled cartoons on vocabulary learning improvement among EFL learners. Furthermore, 40 upper-intermediate learners which were attending to English classes were chosen after taking a placement test as a proficiency to ensure their homogeneity. Participants were assigned into two experimental and control groups, namely: a first class received subtitled cartoons and the second class cartoons without any subtitles. The experimental group watched two cartoons with English subtitles according to the level of that class and the control group again watched those cartoons by turning off the Subtitles. Research included a pre-test and a post-test in both groups. Participants took a pre-test containing new words selected from the cartoons. After six treatment sessions, the post-test was administered to the groups. Data were analyzed and in order to find the differences between the experimental and control groups, the researcher conducted UNI-ANOVA and independent T-test. In conclusion, the findings showed that participants in the experimental group with subtitled cartoons performed significantly better and learned more new vocabulary compared to the control group. Subtitling was the significant type of enhancing learners' vocabulary knowledge.

Published in	Communication and Linguistics Studies (Volume 3, Issue 1-1) This article belongs to the Special Issue Applied Linguistics in Line With TEFL
DOI	10.11648/j.cls.s.2017030101.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Visual Imagery or Movies, Incidental Vocabulary Learning, Intentional Vocabulary Learning

References

[1]	Burger, G., 1989. Are TV programs with video subtitles suitable for teaching listening comprehension? Zielsprache Deutsch, 20(4): 10-13.
[2]	Cordella, M., 2007. Subtitling the film' the children of Russia': Enhancing understanding through a series of linguistic transformations.
[3]	Danan, M., 2006. Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4): 497-527.
[4]	Davis, J. A., 2006. The ant bully: American computer animated film written and directed by John A. Davis.
[5]	Dindal, M., 2000. The Emperor’s New Groove. Produced by Randy Fullmer and Don Hahn and directed by Mark Dindal.
[6]	Gorjian, B., Pazhakh, A. R., & Parang, K. (2012). An investigation on the effect of critical thinking (CT) instructions on Iranian EFL learners’ descriptive writing: A case of gender study. Advances in Asian Social Science, 1(1), 114-118.
[7]	Hayati, A. & Mohammadi, F. (2009). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192.
[8]	Jones, L., 2004. Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning and Technology, 8(3): 122-143.
[9]	Karakas, A. and A. Saricoban, 2012. The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students. Teaching English with Technology, 12(4): 3-15.
[10]	Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society,11(3), 114-126.
[11]	Koolstra, C. M. & J. W. J. Beentjes. (1999). Children´s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51-60.
[12]	McCarthy, M. J., 1990. Vocabulary. Oxford, UK: Oxford University Press. Press: Cambridge.
[13]	Nelson, J., 2011. Kung Fu Panda 2: Written by Jonathan Aibel and directed by Jennifer Yu Nelson.
[14]	Neuman, S. and P. Koskinen, 1992. Subtitled television as comprehensible input: Effects of incidental word learning from context for language minority students. Research Quarterly, 27(1): 95-106.
[15]	Neves, J., 2008. 10 fallacies about subtitling for the d/deaf and the hard of hearing. The Journal of Specialized Translation, 10: 128-143.
[16]	O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
[17]	Oxford, R., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22, pp. 231-243.
[18]	Paivio, A. (1986). Mental representations: a dual coding approach. Oxford. England: Oxford University Press.
[19]	Read, John (2000). Assessing vocabulary. Cambridge University Press.
[20]	Schmitt, Norbert (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, Jul 2008; Vol. 12, pp. 329-363.
[21]	Sharp, P., 2005. Barron's TOEFL iBT. Cambridge: Cambridge University Press.
[22]	Sternberg, R. J. (1987). Most vocabulary learned from context. In M. G. McKeown & M. E. Curtis (Eds), The nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum.
[23]	Stevens, V., 1989. A direction for call: From behaviorist to humanistic courseware. In M. Pennington (Ed.), Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan.
[24]	Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning and Technology, 14(1), 65-86.
[25]	Talaván, N., 2010. Subtitling as a task and subtitles as support: pedagogical applications. In J. Díaz-Cintas, A. Matamala and J. Neves (eds) New insights into audiovisual translation and media accessibility. Amsterdam: Rodopi. pp: 285-299.
[26]	Taylor, Gregory (2005). Perceived processing strategies of students watching captioned video. Foreign Langauge Annals. Fall 2005.
[27]	Vanderplank, R., 1988. The value of teletext sub-titles in language learning. English Language Teaching Journal, 42(4): 272-281.
[28]	Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
[29]	Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford Applied Linguistics.
[30]	Winke, P., Gass, S., and Sydorenko, T. (2010) The Effects of Captioning videos used for foreign language listening activities. Language Learning & Technology. Vol.14, 1, pp. 65–86.
[31]	Zarei, 2009. The effect of bimodal, standard, and reversed subtitling on L2 vocabulary recognition and recall. SID Journal, 5(1): 65-84.
[32]	Zhang, Baicheng (2009). FL Vocabulary Learning of Undergraduate English Majors in Western: Perspective, Strategy Use and Vocabulary Size. English Language Teaching. Vol.2, No. 3.
[33]	Zhang, Y, & Wu, L. (2011). A novel algorithm for APSP problem via a simplified delay pulse coupled neural network. Journal of Computational Information Systems, 7 (3), 737-744.

Cite This Article

Plain Text BibTeX RIS

APA Style

Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. (2016). Vocabulary Learning Promotion through English Subtitled Cartoons. Communication and Linguistics Studies, 3(1-1), 1-7. https://doi.org/10.11648/j.cls.s.2017030101.11

Copy | Download

ACS Style

Mahdiyeh Seyed Beheshti Nasab; Seyyed Fariborz Pishdadi Motlagh. Vocabulary Learning Promotion through English Subtitled Cartoons. Commun. Linguist. Stud. 2016, 3(1-1), 1-7. doi: 10.11648/j.cls.s.2017030101.11

Copy | Download

AMA Style

Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. Vocabulary Learning Promotion through English Subtitled Cartoons. Commun Linguist Stud. 2016;3(1-1):1-7. doi: 10.11648/j.cls.s.2017030101.11

Copy | Download

@article{10.11648/j.cls.s.2017030101.11,
  author = {Mahdiyeh Seyed Beheshti Nasab and Seyyed Fariborz Pishdadi Motlagh},
  title = {Vocabulary Learning Promotion through English Subtitled Cartoons},
  journal = {Communication and Linguistics Studies},
  volume = {3},
  number = {1-1},
  pages = {1-7},
  doi = {10.11648/j.cls.s.2017030101.11},
  url = {https://doi.org/10.11648/j.cls.s.2017030101.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.s.2017030101.11},
  abstract = {Conspicuously, the purpose of this study was to survey the impact of subtitled cartoons on vocabulary learning improvement among EFL learners. Furthermore, 40 upper-intermediate learners which were attending to English classes were chosen after taking a placement test as a proficiency to ensure their homogeneity. Participants were assigned into two experimental and control groups, namely: a first class received subtitled cartoons and the second class cartoons without any subtitles. The experimental group watched two cartoons with English subtitles according to the level of that class and the control group again watched those cartoons by turning off the Subtitles. Research included a pre-test and a post-test in both groups. Participants took a pre-test containing new words selected from the cartoons. After six treatment sessions, the post-test was administered to the groups. Data were analyzed and in order to find the differences between the experimental and control groups, the researcher conducted UNI-ANOVA and independent T-test. In conclusion, the findings showed that participants in the experimental group with subtitled cartoons performed significantly better and learned more new vocabulary compared to the control group. Subtitling was the significant type of enhancing learners' vocabulary knowledge.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Vocabulary Learning Promotion through English Subtitled Cartoons
AU  - Mahdiyeh Seyed Beheshti Nasab
AU  - Seyyed Fariborz Pishdadi Motlagh
Y1  - 2016/07/01
PY  - 2016
N1  - https://doi.org/10.11648/j.cls.s.2017030101.11
DO  - 10.11648/j.cls.s.2017030101.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.s.2017030101.11
AB  - Conspicuously, the purpose of this study was to survey the impact of subtitled cartoons on vocabulary learning improvement among EFL learners. Furthermore, 40 upper-intermediate learners which were attending to English classes were chosen after taking a placement test as a proficiency to ensure their homogeneity. Participants were assigned into two experimental and control groups, namely: a first class received subtitled cartoons and the second class cartoons without any subtitles. The experimental group watched two cartoons with English subtitles according to the level of that class and the control group again watched those cartoons by turning off the Subtitles. Research included a pre-test and a post-test in both groups. Participants took a pre-test containing new words selected from the cartoons. After six treatment sessions, the post-test was administered to the groups. Data were analyzed and in order to find the differences between the experimental and control groups, the researcher conducted UNI-ANOVA and independent T-test. In conclusion, the findings showed that participants in the experimental group with subtitled cartoons performed significantly better and learned more new vocabulary compared to the control group. Subtitling was the significant type of enhancing learners' vocabulary knowledge.
VL  - 3
IS  - 1-1
ER  -

Copy | Download

Author Information

Mahdiyeh Seyed Beheshti Nasab

Tabriz University of Medical Sciences, Tabriz, Iran
Seyyed Fariborz Pishdadi Motlagh

Department of Foreign Languages and Literature, Tabriz University, Tabriz, Iran

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. (2016). Vocabulary Learning Promotion through English Subtitled Cartoons. Communication and Linguistics Studies, 3(1-1), 1-7. https://doi.org/10.11648/j.cls.s.2017030101.11

Copy | Download

ACS Style

Mahdiyeh Seyed Beheshti Nasab; Seyyed Fariborz Pishdadi Motlagh. Vocabulary Learning Promotion through English Subtitled Cartoons. Commun. Linguist. Stud. 2016, 3(1-1), 1-7. doi: 10.11648/j.cls.s.2017030101.11

Copy | Download

AMA Style

Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. Vocabulary Learning Promotion through English Subtitled Cartoons. Commun Linguist Stud. 2016;3(1-1):1-7. doi: 10.11648/j.cls.s.2017030101.11

Copy | Download

@article{10.11648/j.cls.s.2017030101.11,
  author = {Mahdiyeh Seyed Beheshti Nasab and Seyyed Fariborz Pishdadi Motlagh},
  title = {Vocabulary Learning Promotion through English Subtitled Cartoons},
  journal = {Communication and Linguistics Studies},
  volume = {3},
  number = {1-1},
  pages = {1-7},
  doi = {10.11648/j.cls.s.2017030101.11},
  url = {https://doi.org/10.11648/j.cls.s.2017030101.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.s.2017030101.11},
  abstract = {Conspicuously, the purpose of this study was to survey the impact of subtitled cartoons on vocabulary learning improvement among EFL learners. Furthermore, 40 upper-intermediate learners which were attending to English classes were chosen after taking a placement test as a proficiency to ensure their homogeneity. Participants were assigned into two experimental and control groups, namely: a first class received subtitled cartoons and the second class cartoons without any subtitles. The experimental group watched two cartoons with English subtitles according to the level of that class and the control group again watched those cartoons by turning off the Subtitles. Research included a pre-test and a post-test in both groups. Participants took a pre-test containing new words selected from the cartoons. After six treatment sessions, the post-test was administered to the groups. Data were analyzed and in order to find the differences between the experimental and control groups, the researcher conducted UNI-ANOVA and independent T-test. In conclusion, the findings showed that participants in the experimental group with subtitled cartoons performed significantly better and learned more new vocabulary compared to the control group. Subtitling was the significant type of enhancing learners' vocabulary knowledge.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Vocabulary Learning Promotion through English Subtitled Cartoons
AU  - Mahdiyeh Seyed Beheshti Nasab
AU  - Seyyed Fariborz Pishdadi Motlagh
Y1  - 2016/07/01
PY  - 2016
N1  - https://doi.org/10.11648/j.cls.s.2017030101.11
DO  - 10.11648/j.cls.s.2017030101.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.s.2017030101.11
AB  - Conspicuously, the purpose of this study was to survey the impact of subtitled cartoons on vocabulary learning improvement among EFL learners. Furthermore, 40 upper-intermediate learners which were attending to English classes were chosen after taking a placement test as a proficiency to ensure their homogeneity. Participants were assigned into two experimental and control groups, namely: a first class received subtitled cartoons and the second class cartoons without any subtitles. The experimental group watched two cartoons with English subtitles according to the level of that class and the control group again watched those cartoons by turning off the Subtitles. Research included a pre-test and a post-test in both groups. Participants took a pre-test containing new words selected from the cartoons. After six treatment sessions, the post-test was administered to the groups. Data were analyzed and in order to find the differences between the experimental and control groups, the researcher conducted UNI-ANOVA and independent T-test. In conclusion, the findings showed that participants in the experimental group with subtitled cartoons performed significantly better and learned more new vocabulary compared to the control group. Subtitling was the significant type of enhancing learners' vocabulary knowledge.
VL  - 3
IS  - 1-1
ER  -

Copy | Download