چکیده:
Audiovisual material accompanied by interlingual subtitles is a
powerful pedagogical tool which can help improve the
vocabulary learning of second-language learners. This study
was intended to determine whether or not the mode (standard
and reversed) of subtitling affects the incidental vocabulary
acquisition of Iranian L2 learners while watching TV
programs. Forty-five participants were randomly assigned to
one of the three experimental conditions: (a) watching an
English movie with original soundtracks and without subtitles
(non-subtitling), (b) watching the same movie with foreign
language in sound track and native language in subtitles
(standard subtitling), and (c) watching the movie with foreign
language in subtitles and native language in sound track
(reversed subtitling). The study was carried out using a 15-
minute-long episode of an animated cartoon about a group of
ants trying to confront grasshoppers. The results were clearly
suggestive of the paramount and fundamental role of subtitling
mode in learning vocabulary. Many of the studies done in the
same field mainly have shown the effects of subtitling on the
education of the different components of EFL/ESL one way or
another. However, unlike many studies, this study enjoying a
controlling non-subtitling group demonstrated the relative
superiority of reversed subtitled TV programs over standard
subtitled and non-subtitled TV programs in terms of
enhancing readers' learning of unknown words. It can have
implications for language teachers to take into consideration
the incorporation of subtitled films into their materials and
classrooms.
خلاصه ماشینی:
"A possible learning effect of watching subtitled television programs is the acquisition of foreign languages, which is discussed in the current study.
An attempt was made to measure foreign language acquisition resulting from watching television with standard subtitles in non- instructional settings by taking into account the effect of the similarity between the foreign and native languages (d'Ydewalle & Pavakanun, 1997).
Baltova (2006) argued, on the basis of empirical evidence, that bimodal video which is subtitled in L2 is an effective way of enhancing L2 learners' understanding of authentic texts and learning of vocabulary since simultaneous exposure to spoken language, printed text, and visual information, all conveying the same message, is provided.
According to Koolstra and Beentjes (1999), in order not to reduce the chance of acquisition effects in comparison to the normal viewing situation in which people watch subtitled television programs at home for longer periods of time, and also taking into account the fact that learners need to meet an unknown word many times before it is learned (Nation, 2001), the movie was shown twice in one session.
In a language class situation, when learners watch subtitled television programs that have been selected by their teacher on the basis of clear and grammatically correct language, visual aids for comprehension of word meanings, and participants that inspire the learner's interest, the effects on foreign language acquisition may be stronger than the effects observed in our experiment."