Author :
Year-Number: 2019-20
Language : null
Konu : Yabancı Dil Eğitimi
Abstract
Bu çalışma, yabancı dilde kelime öğrenimini hem sözlü hem sözlü olmayan ögeler kullanarak edinmeyi kolaylaştırabilen İkili Kodlama Teorisi ışığında, farklı altyazı modlarının kelime öğrenme üzerindeki etkilerini araştırmaktadır. Araştırmaya Selçuk üniversitesi İngilizce Mütercim-Tercümanlık ve İngiliz Dili ve Edebiyatı bölümlerinden orta-ileri seviyede 90 öğrenci katılmıştır. Bu deneysel çalışma, çalışmanın hedef sözcüklerinden oluşan bir ön-test ve son-test içermektedir. Katılımcılar, Çift, Standart ve Ters modların uygulanacağı üç eşit deneysel gruba ayrılmıştır. Elde edilen veriler tanımlayıcı ve çıkarımsal olarak analiz edilmiştir. Üç altyazı modu uygulanan gruplar arasındaki farkları belirlemek için tek yönlü bir ANOVA yapılmıştır. Sonuçlar, Ters mod uygulanmış grubun en yüksek değerleri elde ettiğini gösterirken, bunu sırasıyla Standart ve Çift yönlü modların uygulandığı gruplar takip etmiştir.
Keywords
Abstract
This study is an investigation of the effects of different modes of subtitles on vocabulary learning in the light of Dual Coding Theory, which might facilitate learning foreign language vocabulary in terms of sighting exposure both verbally and nonverbally. The participants of this study were 90 undergraduate students with a pre-intermediate level of English from Translation and Interpretation and English Language and Literature Departments at Selçuk University in Turkey. This study has an experimental design including a pre-test and a post-test consisting of target words of the study. The participants were assigned to three equal experimental groups as Bimodal (B), Standard (S) and Reversed (R). Data were analyzed descriptively and inferentially. A one-way ANOVA was conducted to determine the differences among three modes of subtitles. The results showed that Reversed group has achieved the highest mean score; Standard group and Bimodal group come after respectively.
Keywords
- According to Paivio’s theory, the application of verbal and nonverbal instruction is appropriate and they do not interfere with each other because each system works independently but at the same time they are integrative and interconnected. Though the two systems are both naturally and structurally distinct, they support each other during all the three stages of brain memory function of encoding, storing and retrieving. The verbal system is specialized for processing sequential information while the nonverbal system processes spatial and synchronous information (Paivio, 1990, p. 75). For instance, people would say the word “face” as f-a-c-e, on the other hand, the nonverbal system, which is spatial or synchronous, could be exemplified by the thought of one’s face. Both systems support each other without disturbing. Paivio points out that they are referential and interconnected. This process of interconnectedness occurs in the case of subtitled audiovisual material, when both audio and visual channels have to be processed simultaneously. In the case of subtitled visual input, these systems are interconnected through triple associations between image, sound in one language, and text in another, which may lead to better processing and recall because of the additive effects.
- The idea of DCT includes that human brain works through the linguistic and pictorial inputs it receives. Stimuli intake is through language and we think only of language or intake might be through images and we keep thinking only about images. Sadoski and Paivio (2013) refer to this as “the nature of two great symbolic systems of cognition: language and mental imagery”. DCT has engaged deeply in the field of language instruction. The research studies often focus on the field of second language learning especially vocabulary learning. DCT principles can be helpful in understanding the acquisition and teaching of meaningful vocabulary through incidental learning from context. DCT implies that encountering and using words in various contexts establishes a rich set of verbal and nonverbal connections.
- Subtitles and Captions as Language Learning Aids Subtitling is most known for its purpose of translating the spoken language into text. The viewers whose L1 are not same with the language on the screen are given subtitles so that they can understand the content. Originally, L1 subtitles or captioning technology was devised for hearing impaired persons to aid their understanding when listening was not an option (Chiquito, 1995, p. 215). Today, it is also used in language education and in an instructional setting. It is preferred by teachers who want to take a step away from native language subtitles to challenge students as they become more proficient. It has been the topic of research where people want to learn more about language learning and methods in terms of investigating its effects on vocabulary learning, listening comprehension and also pronunciation. Regarding the adding of subtitles to language learning process, there are three possible ways of combination of subtitles. They are categorized as: i. bimodal subtitling: L2 dialogues to L2 subtitles ii. standard subtitling: L2 dialogues to L1 subtitles iii. reversed subtitling: L1 dialogues to L2 subtitles According to Zanon (2006), subtitling provides many advantages such as motivating learners and making them feel secure and confident. Also, it may assist language learners to monitor their speech and find new vocabulary. Stewart and Pertusa (2004) hypothesized that films subtitled in the target language are more appropriate foreign language learning tools. They demonstrated some segments of films through bimodal and standard version of subtitling. At the end of the study, they conducted a questionnaire to express participants’ feelings about their experience. According to the results there was a slight difference between performances of the groups on the vocabulary post-test but learners who watched the segments with target language subtitles had better experiences with subtitling. Bird and Williams (2002) and Schmidt (2007) maintain that one of the best ways of language learning is watching bimodal subtitled programs. Language learners comprehend and learn language to a greater extent because word boundaries are clear and there are no accent variations. Markham carried out another experiment with multiple-choice tests administered orally to investigate the effect of captioning on aural word recognition skills. The tests showed that the availability of subtitles during the screening significantly improved the students’ ability to identify the key words when they subsequently heard them again (Markham, 1999). Sydorenko (2010) examined the effect of input modality (video, audio, and captions, i.e., onscreen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners. Karakas and Saricoban (2012) studied the effects of watching subtitled cartoons on incidental vocabulary learning. Subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group). The results of study showed that there were no significant differences between two groups according to t-test results. Vocabulary Learning Strategies There have been a numerous types of approaches, techniques, exercises and practices introduced to teach vocabulary. Teaching vocabulary should not only consist of teaching specific vocabulary items but also equipping learners with necessary strategies to improve their vocabulary knowledge (Nation, 2001). Vocabulary learning strategies are categorized under the heading of language learning strategies. Language learning strategies encourage learners to become self-directed. Self-directed learners are independent and autonomous learners who can take the responsibility for their own learning and gradually gaining confidence, involvement and proficiency (Oxford, 1990). This situation is also pertinent for vocabulary learning strategies. Thus, students need training in vocabulary learning strategies to identify the best strategy type that they need. Many learners prefer to use strategies more while learning vocabulary especially during integrated listening and speaking tasks (Schmitt, 1997). However, they have a tendency to use basic vocabulary learning strategies. This makes strategy training a significant part of foreign or second language program. Based on the significance attributed to vocabulary learning strategies in the process of vocabulary learning and enhancement there are many taxonomies of vocabulary learning strategies. The present study especially focuses on Gu and Johnson’s taxonomy. Gu and Johnson (1996) list second language (L2) vocabulary learning strategies as metacognitive, cognitive, memory and activation strategies. All these suggested strategies can be summarized in a table as follows:
- Figure 2. Vocabulary Learning Strategies (Gu & Johnson, 1996, p. 654)
- Many theories have tried to find the most beneficial way that this type of learning takes place. It is undeniable that it depends on the type of cognitive process in which the learner is engaged. Schmitt (1995) in their depth of processing hypothesis state that “mental activities which require more elaborate thought, manipulation or processing of a new word will help in the learning of that word” (p. 135). The frequency of vocabulary exposure has a great impact on incidental vocabulary learning (Huckin & Coady, 1999), because repeated exposure to words in meaningful collocations can help to build form-meaning associations. Krashen’s Input Hypothesis argues that incidental learning of vocabulary takes place naturally by providing the learner with comprehensible input. He also states that acquisition occurs only when the learners’ attention is focused only on the meaning rather than the form. However, some researchers argue that vocabulary acquisition requires attention to meaning but also to form to some degree (Ellis, 1978). Therefore, it seems that incidental vocabulary learning largely depends on the context surrounding each word and the amount of attention that the learner places on both meaning and form. In terms of creating sufficient context, texts like subtitles reinforced with visual elements provide numerous advantages to learners to acquire vocabulary incidentally and learners can grasp the meanings of the words.
- Some researches support the idea that vocabulary presented with visual elements help learners both acquire the meanings of the words easier and remember them better. Plass, Chun, Mayer and Leuter (1998) studied visual and verbal support students in learning a second language in a multimedia learning environment and found that students remembered words better when they chose both visual and verbal annotations. Kost, Foss and Lenzini (1999) investigated the effectiveness of pictorial and textual glosses on incidental vocabulary growth when reading in a foreign language. Markham, Peter and McCarthy (2001) studied the effects of native language and target language captions on foreign language students’ DVD video comprehension among 169 intermediate university students studying Spanish as a foreign language and the results showed that the English caption group performed at a substantially higher level than the other two groups. Shahrokni (2009) studied the effects of online textual, pictorial and textual pictorial glosses in second language incidental vocabulary learning among 90 adult elementary Iranian EFL learners and it was concluded that a combination of text and still images resulted in better word learning.
- ravaged consort motherboard kindred unfathomable coincidence dissemination annihilate emanating pinnacle Figure 4. Target word list The reliability value of the test was calculated through KR-21 formula as 0.81. The test includes words that are the target words of the study. Each question consists of a target word with four choices in L1. After the implication of the pretest, a twelve-minute episode called Three Robots (Series 1-Episode 2) from an animation series Love, Death & Robots by Netflix Original Series was presented to all groups with different coding. Figure 5. Three Robots (S1-E2) from an animation series Love, Death & Robots by Netflix Original Series (Miller, 2019) The groups were named as during treatment period as bimodal group (B), standard group (S) and Reversed group (R) according to the type of subtitles they were to be exposed. After the treatment section, the same test was used as the post-test of the study as well. All groups were expected to choose the correct alternative from the choices.
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