Effects of Pedagogical Movie Persian Subtitles on Vocabulary Improvement: The Case of Iranian EFL Learners

Shirazi, Roya Rostam; Hesabi, Akbar; Simin, Shahla

doi:10.18052/www.scipress.com/ILSHS.55.111

ILSHS > ILSHS Volume 55 > Effects of Pedagogical Movie Persian Subtitles on...

< Back to Volume

Effects of Pedagogical Movie Persian Subtitles on Vocabulary Improvement: The Case of Iranian EFL Learners

Full Text PDF

Abstract:

Throughout the history of language teaching, using subtitles has had their particular advocates in teaching English as a second language. This study was conducted to investigate the impacts of Persian subtitled movies on vocabulary knowledge improvement of Iranian intermediate EFL learners. To achieve this goal, out of 35 participants, 20 female learners from a language institute in Isfahan, took part in the study. Their ages were between 12 to 16 years old and they were randomly divided into two homogenous groups (controllable and uncontrollable subtitle groups) based on Oxford Placement Test (OPT). As the pretest of the study, a content specific vocabulary test was administered which consisted of 30 multiple-choice items and was developed by the present researchers. Instructional materials included 10 parts of a movie, titled ‘Tangled’ (produced in 2010). During 10 sessions of treatment, vocabularies were instructed to the participants. Experimental group was instructed watching a controllable subtitled movie (English dialogues with repeated Persian subtitles) while control group was instructed using the same audiovisual materials but without any repetition; watching an uncontrollable subtitled movie (English dialogues with unrepeated Persian subtitles). After treatment, as the posttest, the two groups were administered a test similar to the pretest and under the same conditions. Based on the findings of analysis of covariance on the pretest and posttest vocabulary test scores, the results indicated that the group using controllable Persian subtitles outperformed than the other group. Material designers and instructors can use the findings of this investigation to include movies with Persian subtitles for learners to learn more vocabulary due to the fact that these learners have learnt to appreciate the importance and the value of vocabulary, including its effectiveness in communicative tasks.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 55)

Pages:

111-120

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.55.111

Citation:

R. R. Shirazi et al., "Effects of Pedagogical Movie Persian Subtitles on Vocabulary Improvement: The Case of Iranian EFL Learners", International Letters of Social and Humanistic Sciences, Vol. 55, pp. 111-120, 2015

Online since:

July 2015

Authors:

Roya Rostam Shirazi, Akbar Hesabi, Shahla Simin

Keywords:

L2 Vocabulary Learning, Pedagogical English Movies, Persian Subtitle

Export:

RIS, BibTeX, Text

Distribution:

Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

Allan, M. (1985). Teaching English with video. London: Longman.

Arthur, P. (1999). Why use video? A teacher's perspective. VSELT, 2(4), 4-18.

Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In A. Baldry, M. Pavesi, & C. Taylor Torsello (Eds. ), From didactas to ecolingua.

Borras, I., & R.G. Lafayette. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78(1), 6675.

Bravo, M. C. (2005). Foreign language learning made simpler by reading subtitles? Studies in teacher education; language, literature, and culture. Edited by Misztal, M. & Trawinski, M. 105-114.

Çakır, İ. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology- TOJET, 5(4), article 9.

Chiang. Y. R. (2006). A Comparative Study of Different Subtitling Formats in Two English News Broadcast in Taiwan. MA thesis. Taiwan: National Tsing Hua University.

Chung, J. & Hsin, M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students' listening comprehension: An empirical study. Foreign Language Annals, 32 (3), 295-305.

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67-77.

Etemadi, A. (2012). Effects of bimodal subtitling of English movies on content comprehension and vocabulary recognition. International journal of English l inguistics, 2(1), 239-248.

Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annuals, 24(3), 239-258.

Goldman, M. (1996). If you can read this, thank TV. TESOL Journal, 6(2), 15-18.

Goldman, M., & Goldman, S. (1988). Reading with closed-captioned TV. Journal of Reading, 31, 458-461.

Guillory, H.G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal 15(1), 89-108.

Harji, B. M., Woods, C. P., & Alavi, Z. K. (2010). The effect of viewing subtitled videos on vocabulary learning. Journal of College Teaching & Learning, 7(9), 37-42.

Hayati, A. & Mohammadi, F. (2009). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 4.

Hemei, J. (1997). Teaching with videos in an English class. Journal of English Teaching Forum, 35(2), 45-56. 2(1), 181-192.

Katchen, J. (1997). Can students learn English from the X-Files? In J.E. Katchen & Y.N. Leung (Eds. ), The proceedings of the fifth of international symposium in English teaching. Taipei: The Crane Publishing Company, Ltd.

Kim, D. & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11(3), 114-126.

Koskinen, P., Wilson, R., Jensema, C. (1985). Closed-captioned television: A new tool for reading instruction. Reading World, 24, 1-7.

Krashen, S. (1983). The natural approach. San Francisco: Alemany Press.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The modern language journal, 73, 440-464.

Linebarger, L. D. (2001). Learning to Read from Television: The Effects of Using Captions and Narration. Journal of Educational Psychology, 93 (2), 288-98.

Markham, P. (1999). Captioned videotapes and second language listening word recognition. Foreign Language Annals, 32, 321-328.

Mayer, R. E. (2002). Multimedia learning [Abstract]. Psychology of Learning and Motivation, 41, 85-139.

Meskill, C. (1996). Listening skills development through multimedia. Jl. of Educational Multimedia and Hypermedia, 5(2), 179-201.

Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19 (3), 309- 326.

Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 95-106.

Neves, J. (2008). 10 fallacies about subtitling for the d/Deaf and the hard of hearing. The journal of specialized translation, 10.

Paivio, A. (1971). Imagery and cognitive process. New York: Holt, Rinehart & Winston.

Price, K. (1983). Closed-captioned TV: An untapped resource. MATSOL Newsletter, 12, 78.

Reese, S. (1987). Visual-verbal redundancy effects on television news learning. Journal of Broadcasting & Electronic Media, 28, 79-87.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.

Stewart, M., & Pertusa, I. (2004). Gains to language learners from viewing target language closed- captioned films. Foreign Language Annals, 37(3), 438-447.

Taylor, l. (2005). Consideration of choosing an English-English dictionary for ESL students.

Vanderplank, R. (1988). The value of teIetext sub-titles in language learning. ELT Journal, 42(4), 272-28 1.

Wang, Y., & Shen, C. (2008). Tentative model of integrating authentic captioned video to facilitate ESL learning. Sino-Us English Teaching, 4(9), 1-13.

Zanon, N. T. (2006). Using subtitles to enhance foreign language learning. Porta Linguarum, 6, 41-52. students.

Zarei, A. A., Rahmany, R., & Gilanian, M. (2013). Multimedia input modality affecting L2 vocabulary learning. Germany: Lambert Academic Publishers.

Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly 31(1), 121-138.

Show More Hide

Cited By:

[1] G. Burger, "Was bewirkt der Einsatz von Spielfilmen im Fremdsprachenunterricht? Die empirische Forschung im Überblick", Informationen Deutsch als Fremdsprache, Vol. 46, p. 687, 2019

DOI: https://doi.org/10.1515/infodaf-2018-0078