Vocabulary Learning Promotion through English Subtitled Cartoons
Communication and Linguistics Studies
Volume 3, Issue 1-1, January 2017, Pages: 1-7
Received: May 28, 2016; Accepted: Jun. 3, 2016; Published: Jul. 1, 2016
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Authors
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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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.
Keywords
Visual Imagery or Movies, Incidental Vocabulary Learning, Intentional Vocabulary Learning
To cite this article
Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh, Vocabulary Learning Promotion through English Subtitled Cartoons, Communication and Linguistics Studies. Special Issue: Applied Linguistics in Line With TEFL. Vol. 3, No. 1-1, 2017, pp. 1-7. doi: 10.11648/j.cls.s.2017030101.11
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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