THE IMPACT OF WATCHING SUBTITLED ANIMATED CARTOONS ON INCIDENTAL VOCABULARY LEARNING OF ELT STUDENTS
THE IMPACT OF WATCHING SUBTITLED ANIMATED CARTOONS ON INCIDENTAL VOCABULARY LEARNING OF ELT STUDENTS
复制标题
观看带字幕的动画对英语教学学生附带词汇学习的影响
DOI：
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发表时间：
2012
影响因子：
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通讯作者：
A. Sarıçoban
中科院分区：
文献类型：
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作者：
Ali Karakaş;A. Sarıçoban
本研究旨在探讨观看带字幕的动画片是否会影响附带词汇的学习。这项研究是在布尔都尔的穆罕默德·阿基夫·埃尔索伊大学英语教学(ELT)系的42名一年级学生中进行的。为了收集受试者的数据，使用了5分词汇知识量表，并将18个目标词整合到该量表中。采用前测和后测分组设计进行管理。在被试被随机分成两组(字幕组和非字幕组)后，他们被给予相同的前后测。研究结果不支持字幕组表现优于非字幕组的假设，因为根据t检验结果，两组之间没有显著差异。然而，从测试前到测试后，两组的分数都有了显著的提高。这一进展归功于动画片中目标词的呈现。通过这种方式，目标词被放在了语境中，参与者很容易得出这些词的意思。
This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target words were integrated into the scale. The pre-test and post-test group design was selected for the administration. After subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group), they were given the same preand post-tests. The findings of study did not support the assumption that the subtitle group would outperform the no-subtitle group, since there were no significant differences between two groups according to t-test results. However, there was significant improvement in both of the groups from pre-test to post-test scores. This progress was attributed to the presentation of target words in cartoons. In this way, the target words were contextualized and it became easy for participants to elicit the meanings of the words.
语言习得
DOI：
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发表时间：
2005
期刊：
Encyclopedia of Language
影响因子：
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作者：
Isobe;Miwa;Yukio Otsu
通讯作者：
Yukio Otsu