The Effect of Films with and without Subtitles on Vocabulary Acquisition Scores of Foreign Language Learners: Using a Korean Sit-com, Unhindered High-Kick
1
조회
0
다운로드
16
인용
0
참고문헌
키워드
초록
Research has shown that cognition and reasoning styles differ across cultures, and the purpose of this study was to discover the differences in language learning style between two different cultures. Today, it is widely believed that a foreign language can be learnt through watching subtitled programs in and out of the class. The present study represents a preliminary effort to empirically examine the efficacy of subtitled program on vocabulary acquisition scores of intermediate “Korean as a Foreign Language (KFL)” students. To examine the effects of subtitles on vocabulary acquisition, two groups (21 Chinese and 21 American students) of language learners studying conversational Korean at the Institute of Korean Language and Culture Education at a university participated in the study. Each of the groups watched three episodes of a Korean sitcom each with a different type of subtitling: a) interlingual, b) intralingual and c) without any subtitles. After watching each episode, 25 short-answer open-ended vocabulary questions were given to both groups. The results revealed that Chinese students acquired less vocabulary when watched the episodes with subtitles whereas both interlingual and intralingual subtitles were more conductive to vocabulary acquisition for American students.
Abstract
Research has shown that cognition and reasoning styles differ across cultures, and the purpose of this study was to discover the differences in language learning style between two different cultures. Today, it is widely believed that a foreign language can be learnt through watching subtitled programs in and out of the class. The present study represents a preliminary effort to empirically examine the efficacy of subtitled program on vocabulary acquisition scores of intermediate “Korean as a Foreign Language (KFL)” students. To examine the effects of subtitles on vocabulary acquisition, two groups (21 Chinese and 21 American students) of language learners studying conversational Korean at the Institute of Korean Language and Culture Education at a university participated in the study. Each of the groups watched three episodes of a Korean sitcom each with a different type of subtitling: a) interlingual, b) intralingual and c) without any subtitles. After watching each episode, 25 short-answer open-ended vocabulary questions were given to both groups. The results revealed that Chinese students acquired less vocabulary when watched the episodes with subtitles whereas both interlingual and intralingual subtitles were more conductive to vocabulary acquisition for American students.
참고문헌 (36)
- Baltova, I., "Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French", Canadian Modern Language Review, 56(1), pp.32~48 (1999)
- Benson, P., "Conceptions of language and language learning", System, 27, pp.459~472 (1999)
- Bird, S., "The effect of bimodal input on implicit and explicit memory: An investigation of within-language subtitling", Applied Psycholinguistics, 23(4), pp.509~533 (2002)
- "Captions and subtitles in EFL learning an investigative study in a comprehensive computer environment" (2008)[URL]
- Borrá, I., "Effects of multimedia courseware subtitling on the speaking performance of college students of French", The Modern Language Journal, 78(1), pp.61~75 (1994)
- Braine, L. G., "Asymmetries of pattern perception observed in Israelis", Neuropsychologia, 6, pp.73~88 (1968)
- Caimi, A., "Audiovisual translation and language learning: the promotion of intralingual subtitles", The journal of specialized translation, 6, pp.85~97 (2006)
- Chua, H. F., "Cultural variation in eye movements during scene perception", Proceedings of the National Academy of Sciences USA, 102, pp.12629~12633 (2005)
- Crystal, D., "English as a global language" (2003), Cambridge University Press
- Danan, M., "Captioning and subtitling : Undervalued language learning strategies", Erudite, 49(1), pp.67~77 (2004)
- Eken, A. N., "You 've got a film : A film workshop", ELT Journal, 57(1), pp.51~59 (2003)
- Freeman, R. D., "Visual acuity is better for letters in rows than in columns", Nature, 286, pp.62~64 (1980)
- Friedman, J., "Cultural identity and global process" (1994), Sage
- Garza, J., "Evaluating the use of captioned video materials in advanced foreign language learning", Foreign Language Annals, 24(3), pp.230~258 (1991)
- Gardner, H., "The unschooled mind: How children think and how schools should teach" (1991), Basic Books
- Hoosain, R., "Language, orthography and cognitive processes: Chinese perspectives for the Sapir-Whorf hypothesis", International Journal of Behavioral Development, 9, pp.507~525 (1986)
- Horwitz, E. K., "Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies", System, 27, pp.557~576 (1999)
- Ishii, K., "Spontaneous attention to word content versus emotional tone: Differences among three cultures", Psychological Science, 14, pp.39~46 (2003)
- Jones, L., "Testing L2 vocabulary recognition and recall using pictorial and written test items", Language learning and technology, 8(3), pp.122~143 (2004)
- Teruhiko Kadoyama, "A Functional Approach in Teaching Communication through the Use of Films", 영상영어교육(STEM Journal), 9(1), pp.215~229 (2008), 영상영어교육학회
- "Chorokbaem Media", 2006
- Koolstra, C. M., "Children vocabulary acquisition in a foreign language through watching subtitled television programs at home", ETR & D, 47(1), pp.51~60 (1999)
- 이자원, "A Study of the Conditions of Meaningful Communication in the Movie E.T.", 영상영어교육(STEM Journal), 12(2), pp.51~74 (2011), 영상영어교육학회
- Masuda, T., "Attending holistically versus analytically: Comparing the context sensitivity of Japanese and Americans", Journal of Personality and Social Psychology, 81, pp.922~934 (2001)
- Nisbett, R., "Intelligence and how to get it: Why schools and cultures count" (2010), Norton, W. W. & Company
- Robin, R., "Commentary: Learner-based listening and technological authenticity", Language Learning & Technology, 11(1), pp.109~115 (2007)
- Savignon, S., "Communicative competence: Theory and classroom practice (2nd ed.)" (1997), McGraw-Hill
- Stewart, M. A., "Gains to language learners from viewing target language closed-captioned films", Foreign Language Annals, 37(3), pp.438~447 (2004)
- 서지영, "언어자각력 자극 활동으로서의 언어유희에 관한 연구: 드라마 위기의 주부들 자막을 중심으로", 영상영어교육(STEM Journal), 13(1), pp.57~80 (2012), 영상영어교육학회
- Tudor, I., "Learner-centredness as language education" (1996), Cambridge University Press
- Wagar, B., "Culture, memory, and the self: An analysis of the personal and collective self in long-term memory", Journal of Experimental Social Psychology, 39, pp.468~475 (2003)
- Wang, Y., "Tentative model of integrating authentic captioned video to facilitate ESL learning", Sino-Us English Teaching, 4(9), pp.1~13 (2007)
- Wenden, A. L., "An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics", System, 27, pp.435~441 (1999)
- White, C., "Expectations and emergent beliefs of self-instructed language learner", System, 27, pp.443~457 (1999)
- Wong, J. K., "Are the learning styles of Asian internationals culturally or contextually based?", International Education Journal, 4(4), pp.154~166 (2004)
- Zorei, A., "The effect of interlingual and intralingual, verbatim and nonverbatim subtitles on L2 vocabulary comprehension and production", Journal of Language Teaching and Research, 3, pp.618~625 (2011)