Vocabulary Learning Promotion through English Subtitled Cartoons

Mahdiyeh Seyed Beheshti Nasab; Seyyed Fariborz Pishdadi Motlagh

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

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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

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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), 2024. Published by Science Publishing Group

Keywords

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

References

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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

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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

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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

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@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}
}

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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
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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  -

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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

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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

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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

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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

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@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