جستجوی مقالات مرتبط با کلیدواژه « movies » در نشریات گروه « ادبیات و زبان ها »

Armed with technological development, the present study aimed at gauging the effectiveness of exposure to news and movies as two types of audiovisual programs in improving language learners’ listening comprehension at the intermediate level. To this end, a listening comprehension test was administered to 108 language learners and finally 60 language learners were selected as intermediate language learners and randomly divided into group one and group two. During the experiment, group one participants had exposure to audiovisual news stories to work on in and outside the classroom. On the contrary, the participants in group two had only exposure to a sample selected utterances extracted from different kinds of movies. At the end of the experiment, both groups took another sample listening test to find out to what extent the participants in each group could enhance their listening comprehension. The results obtained from the posttest were indicative of the fact that the participants who had exposure to news outperformed the participants who had exposure to movies. The findings of the present research seem to indicate that the language input embedded in the type of audiovisual programs which language learners are exposed to is more important than the amount of exposure.

The use of movies, in which auditory and visual stimuli are combined, might be one of the ways of providing context for vocabulary learning, hence a source for incidental vocabulary learning. However, there is a debate on the role of subtitles and the best mode of subtitles in movies as a pedagogical tool in language learning. This study investigated the effect of watching movies with subtitles (bimodal and standard) and without subtitles on incidental learning of formal and informal vocabulary in the classroom. To this end, 90 Iranian advanced EFL participants, who were selected from a lager sample and were homogenized in terms of English proficiency and vocabulary size, were randomly assigned into three groups: (1) bimodal subtitling group (n = 30), who watched movies with English subtitles transcribed form English dialogues, (2) standard subtitling group (n = 30), who watched movies with Persian subtitles transcribed from English dialogues, and (3) no-subtitling group (n = 30), who watched movies without subtitles. To collect the data, a vocabulary test which consisted of 120 multiple-choice items, measuring the knowledge of formal (n = 60) and informal vocabulary (n = 60), was developed and administered to the participants. Three versions of 4 English movies (with bimodal, standard and no-subtitling) were made and each group of the study was exposed to one for 4 weeks. Then, the same vocabulary test was administered to the three groups as posttests. To analyze the data, a within-between subjects model of ANOVA was utilized. Data analysis showed that watching movies, regardless of the mode in which they were presented, improved the incidental learning of both formal and informal vocabulary. Besides, the results indicated the superiority of standard subtitled movies over bimodal and no-subtitled movies in enhancing the learners‘ incidental vocabulary learning. However, no significant difference between the performance of bimodal subtitling and no-subtitling groups was found even though the informal and formal vocabulary scores improved more in the former group.Effect of Watching Movies With Bimodal, Standard… | 101Finally, no interaction between the subtitling mode and type of vocabulary was found. This study can have implications for the teachers to incorporated subtitled movies, particularly the ones with L2 in the soundtrack and L1 in subtitles, into their syllabuses in the classroom.