文章基本信息

标题：The Effect of Movies with Different Types of Subtitles on Incidental English Vocabulary Learning of Iranian High School EFL Learners
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作者：Mahdi Mardani ; Abedin Najmabadi
期刊名称：Research in English Language Pedagogy
印刷版ISSN：2588-3259
电子版ISSN：2538-4244
出版年度：2016
卷号：4
期号：1
页码：52-63
语种：English
出版社：Islamic Azad University, Isfahan Branch
摘要：This study investigates the effect of different types of subtitle on incidental vocabulary learning among Iranian EFL learners. To this end, 60 high school students in Behbahan were selected after taking a proficiency test. The test was administered to ensure participants' homogeneity. Participants were randomly assigned to three experimental groups, namely, Bimodal group (A), Standard group (B) and Reversed group (C). They watched ten video clips selected from three animated movies with different types of subtitles: A) Bimodal subtitles, B) Standard subtitles and C)Reversed subtitles. Research instrumentation included a pre-test and post-test. Participants took a pre-test containing new words selected from the clips. After ten treatment sessions, the post-test was administered. Data were analyzed descriptively and inferentially. To arrive at any difference between the three different types of subtitles, the researcher conducted one-way ANOVA. The results obtained from the test showed that participants in reversed subtitling group performed significantly different and learned more new vocabulary items. Standard subtitling was the second type of subtitling which revealed to be more effective than bimodal subtitling. Also, the effect of different types of subtitles on incidental English vocabulary learning between male and female was investigated in this study. To arrive at any difference between male and female in incidental English vocabulary learning an independent samples test was performed. The results obtained from the test showed that there is no significant difference between male and female in incidental English vocabulary learning.
关键词：Different types of subtitles;Incidental vocabulary learning;High school EFL learners