Vocabulary Learning Promotion through English Subtitled Cartoons
Mahdiyeh Seyed Beheshti Nasab,
Seyyed Fariborz Pishdadi Motlagh
Issue:
Volume 3, Issue 1-1, January 2017
Pages:
1-7
Received:
28 May 2016
Accepted:
3 June 2016
Published:
1 July 2016
DOI:
10.11648/j.cls.s.2017030101.11
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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.
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...
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Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers
Mahdiyeh Seyed Beheshti Nasab,
Seyyed Fariborz Pishdadi Motlagh
Issue:
Volume 3, Issue 1-1, January 2017
Pages:
8-13
Received:
15 June 2016
Accepted:
22 June 2016
Published:
1 August 2016
DOI:
10.11648/j.cls.s.2017030101.12
Downloads:
Views:
Abstract: Conspicuously, this research aimed to survey the oral narrative styles of advanced learners in line with advanced organizers among boys and girls in order to find out that is there any specific matter among their oral narrates. Twenty male and female from advance level were attended in this research. Subjects narrated a memory by employing advanced organizers from the past orally. The study disclosed that being male or female is an important factor in the speaking part of each student. Girls were speaking without any stress and pause, because of their fluency in English and the high magnitude level of words they could illustrate their ideas and opinions but the boys could not explain well, maybe one factor was their shyness and the second was their lax in speaking during the classes. Female learners were speaking without any interruption with so many verbs, adjectives, coordinators, but the boys had so many interruptions during their speech and sometimes their pronunciation and grammar was wrong with more discourse markers.
Abstract: Conspicuously, this research aimed to survey the oral narrative styles of advanced learners in line with advanced organizers among boys and girls in order to find out that is there any specific matter among their oral narrates. Twenty male and female from advance level were attended in this research. Subjects narrated a memory by employing advanced...
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