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Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.
  • Balbay, S., & Kilis, S. (2017). Students' perceptions of the use of a YouTube channel specifically designed for an academic speaking skills course. Eurasian Journal of Applied Linguistics, 3(2), 235–251.
  • Barthes, R. (1964). Rhetoric of the image. Communications, 4, 40–51. https://doi.org/10.3406/comm.1964.1027
  • Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2022). Using dual subtitles to improve foreign language learning: A study on incidental vocabulary acquisition. Computer Assisted Language Learning, 35(8), 1670–1689. https://doi.org/10.1080/09588221.2022.2126497
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Chen, L. (2021). Urban youth language in C-Dramas: A sociolinguistic analysis. Journal of Chinese Sociolinguistics, 18(2), 45–67.
  • Chen, S. (2012). TV drama and lexis: A corpus-based lexical diversity study. ESP Across Cultures, 9, 53–63.
  • Chen, L., Chang, K. A corpus-based approach to the reception of Chinese television dramas streamed overseas. Humanit Soc Sci Commun, 11, 417 (2024). https://doi.org/10.1057/s41599-024-02897-7
  • Daskalovska, N. (2020). Literature, TV drama, and spoken language awareness. In H. Nassaji (Ed.), Literature, spoken language and speaking skills in second language learning (pp. 90–108). Cambridge University Press.
  • Dizon, G., & Thanyawatpokin, B. (2021). The effects of L1, L2, and dual subtitles on vocabulary learning and listening comprehension. The Asian EFL Journal, 22(3), 6–23. Retrieved from https://old.callej.org/journal/22-3/Dizon-Thanyawatpokin2021.pdf
  • Erarslan, A., & Asmalı, M. (2021). The effects of videos on listening skill and vocabulary in the process of language learning. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 601–623. https://doi.org/10.21764/maeuefd.826066
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Li, W. (2020). Cultural representations in historical Chinese dramas. Asian Cinema Studies Journal, 31(1), 89–107.
  • Lin, X. (2021). Authentic language input through modern C-Dramas. Chinese as a Second Language Research, 10(1), 23–41.
  • Liu, Y. (2023). Period vs. modern C-Dramas: A comparative linguistic analysis. Journal of East Asian Linguistics, 32(3), 345–367. https://doi.org/10.1007/s10831-023-09245-x
  • Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. *Procedia-Social and Behavioral Sciences, 98*, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543
  • Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
  • Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(2), 223–240.
  • Puchta, H., & Rinvolucri, M. (2005). Multiple intelligences in EFL: Exercises for secondary and adult students. Cambridge University Press.
  • Ramsey, S. R. (1987). The Languages of China. Princeton: Princeton University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press.
  • Shintaku, K. (2022). Self-directed learning with anime: A case of Japanese language and culture. Foreign Language Annals, 55(1). https://doi.org/10.1111/flan.12598
  • Vanderplank, R. (2016). Captioned media in foreign language learning and teaching. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50045-8
  • Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138–149.
  • Wang, J. (2019). Language in historical C-Dramas: Forms and functions. Journal of Chinese Language and Culture, 14(2), 112–130.
  • Wu, K. (2020). Teaching cultural vocabulary through historical dramas. Chinese Language Teaching Methodology and Technology, 3(1), 15–32.
  • Zhang, H. (2022). Contemporary social themes in modern Chinese television dramas. Media Asia, 49(3), 178–195. https://doi.org/10.1080/01296612.2022.2046789
  • Zhang, L. (2021). Teaching Chinese culture with TV drama: A contextualized language instruction approach. Routledge. https://doi.org/10.4324/9781003134107

Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.
  • Balbay, S., & Kilis, S. (2017). Students' perceptions of the use of a YouTube channel specifically designed for an academic speaking skills course. Eurasian Journal of Applied Linguistics, 3(2), 235–251.
  • Barthes, R. (1964). Rhetoric of the image. Communications, 4, 40–51. https://doi.org/10.3406/comm.1964.1027
  • Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2022). Using dual subtitles to improve foreign language learning: A study on incidental vocabulary acquisition. Computer Assisted Language Learning, 35(8), 1670–1689. https://doi.org/10.1080/09588221.2022.2126497
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Chen, L. (2021). Urban youth language in C-Dramas: A sociolinguistic analysis. Journal of Chinese Sociolinguistics, 18(2), 45–67.
  • Chen, S. (2012). TV drama and lexis: A corpus-based lexical diversity study. ESP Across Cultures, 9, 53–63.
  • Chen, L., Chang, K. A corpus-based approach to the reception of Chinese television dramas streamed overseas. Humanit Soc Sci Commun, 11, 417 (2024). https://doi.org/10.1057/s41599-024-02897-7
  • Daskalovska, N. (2020). Literature, TV drama, and spoken language awareness. In H. Nassaji (Ed.), Literature, spoken language and speaking skills in second language learning (pp. 90–108). Cambridge University Press.
  • Dizon, G., & Thanyawatpokin, B. (2021). The effects of L1, L2, and dual subtitles on vocabulary learning and listening comprehension. The Asian EFL Journal, 22(3), 6–23. Retrieved from https://old.callej.org/journal/22-3/Dizon-Thanyawatpokin2021.pdf
  • Erarslan, A., & Asmalı, M. (2021). The effects of videos on listening skill and vocabulary in the process of language learning. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 601–623. https://doi.org/10.21764/maeuefd.826066
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Li, W. (2020). Cultural representations in historical Chinese dramas. Asian Cinema Studies Journal, 31(1), 89–107.
  • Lin, X. (2021). Authentic language input through modern C-Dramas. Chinese as a Second Language Research, 10(1), 23–41.
  • Liu, Y. (2023). Period vs. modern C-Dramas: A comparative linguistic analysis. Journal of East Asian Linguistics, 32(3), 345–367. https://doi.org/10.1007/s10831-023-09245-x
  • Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. *Procedia-Social and Behavioral Sciences, 98*, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543
  • Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
  • Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(2), 223–240.
  • Puchta, H., & Rinvolucri, M. (2005). Multiple intelligences in EFL: Exercises for secondary and adult students. Cambridge University Press.
  • Ramsey, S. R. (1987). The Languages of China. Princeton: Princeton University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press.
  • Shintaku, K. (2022). Self-directed learning with anime: A case of Japanese language and culture. Foreign Language Annals, 55(1). https://doi.org/10.1111/flan.12598
  • Vanderplank, R. (2016). Captioned media in foreign language learning and teaching. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50045-8
  • Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138–149.
  • Wang, J. (2019). Language in historical C-Dramas: Forms and functions. Journal of Chinese Language and Culture, 14(2), 112–130.
  • Wu, K. (2020). Teaching cultural vocabulary through historical dramas. Chinese Language Teaching Methodology and Technology, 3(1), 15–32.
  • Zhang, H. (2022). Contemporary social themes in modern Chinese television dramas. Media Asia, 49(3), 178–195. https://doi.org/10.1080/01296612.2022.2046789
  • Zhang, L. (2021). Teaching Chinese culture with TV drama: A contextualized language instruction approach. Routledge. https://doi.org/10.4324/9781003134107

Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.
  • Balbay, S., & Kilis, S. (2017). Students' perceptions of the use of a YouTube channel specifically designed for an academic speaking skills course. Eurasian Journal of Applied Linguistics, 3(2), 235–251.
  • Barthes, R. (1964). Rhetoric of the image. Communications, 4, 40–51. https://doi.org/10.3406/comm.1964.1027
  • Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2022). Using dual subtitles to improve foreign language learning: A study on incidental vocabulary acquisition. Computer Assisted Language Learning, 35(8), 1670–1689. https://doi.org/10.1080/09588221.2022.2126497
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Chen, L. (2021). Urban youth language in C-Dramas: A sociolinguistic analysis. Journal of Chinese Sociolinguistics, 18(2), 45–67.
  • Chen, S. (2012). TV drama and lexis: A corpus-based lexical diversity study. ESP Across Cultures, 9, 53–63.
  • Chen, L., Chang, K. A corpus-based approach to the reception of Chinese television dramas streamed overseas. Humanit Soc Sci Commun, 11, 417 (2024). https://doi.org/10.1057/s41599-024-02897-7
  • Daskalovska, N. (2020). Literature, TV drama, and spoken language awareness. In H. Nassaji (Ed.), Literature, spoken language and speaking skills in second language learning (pp. 90–108). Cambridge University Press.
  • Dizon, G., & Thanyawatpokin, B. (2021). The effects of L1, L2, and dual subtitles on vocabulary learning and listening comprehension. The Asian EFL Journal, 22(3), 6–23. Retrieved from https://old.callej.org/journal/22-3/Dizon-Thanyawatpokin2021.pdf
  • Erarslan, A., & Asmalı, M. (2021). The effects of videos on listening skill and vocabulary in the process of language learning. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 601–623. https://doi.org/10.21764/maeuefd.826066
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Li, W. (2020). Cultural representations in historical Chinese dramas. Asian Cinema Studies Journal, 31(1), 89–107.
  • Lin, X. (2021). Authentic language input through modern C-Dramas. Chinese as a Second Language Research, 10(1), 23–41.
  • Liu, Y. (2023). Period vs. modern C-Dramas: A comparative linguistic analysis. Journal of East Asian Linguistics, 32(3), 345–367. https://doi.org/10.1007/s10831-023-09245-x
  • Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. *Procedia-Social and Behavioral Sciences, 98*, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543
  • Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
  • Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(2), 223–240.
  • Puchta, H., & Rinvolucri, M. (2005). Multiple intelligences in EFL: Exercises for secondary and adult students. Cambridge University Press.
  • Ramsey, S. R. (1987). The Languages of China. Princeton: Princeton University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press.
  • Shintaku, K. (2022). Self-directed learning with anime: A case of Japanese language and culture. Foreign Language Annals, 55(1). https://doi.org/10.1111/flan.12598
  • Vanderplank, R. (2016). Captioned media in foreign language learning and teaching. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50045-8
  • Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138–149.
  • Wang, J. (2019). Language in historical C-Dramas: Forms and functions. Journal of Chinese Language and Culture, 14(2), 112–130.
  • Wu, K. (2020). Teaching cultural vocabulary through historical dramas. Chinese Language Teaching Methodology and Technology, 3(1), 15–32.
  • Zhang, H. (2022). Contemporary social themes in modern Chinese television dramas. Media Asia, 49(3), 178–195. https://doi.org/10.1080/01296612.2022.2046789
  • Zhang, L. (2021). Teaching Chinese culture with TV drama: A contextualized language instruction approach. Routledge. https://doi.org/10.4324/9781003134107

Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.
  • Balbay, S., & Kilis, S. (2017). Students' perceptions of the use of a YouTube channel specifically designed for an academic speaking skills course. Eurasian Journal of Applied Linguistics, 3(2), 235–251.
  • Barthes, R. (1964). Rhetoric of the image. Communications, 4, 40–51. https://doi.org/10.3406/comm.1964.1027
  • Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2022). Using dual subtitles to improve foreign language learning: A study on incidental vocabulary acquisition. Computer Assisted Language Learning, 35(8), 1670–1689. https://doi.org/10.1080/09588221.2022.2126497
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Chen, L. (2021). Urban youth language in C-Dramas: A sociolinguistic analysis. Journal of Chinese Sociolinguistics, 18(2), 45–67.
  • Chen, S. (2012). TV drama and lexis: A corpus-based lexical diversity study. ESP Across Cultures, 9, 53–63.
  • Chen, L., Chang, K. A corpus-based approach to the reception of Chinese television dramas streamed overseas. Humanit Soc Sci Commun, 11, 417 (2024). https://doi.org/10.1057/s41599-024-02897-7
  • Daskalovska, N. (2020). Literature, TV drama, and spoken language awareness. In H. Nassaji (Ed.), Literature, spoken language and speaking skills in second language learning (pp. 90–108). Cambridge University Press.
  • Dizon, G., & Thanyawatpokin, B. (2021). The effects of L1, L2, and dual subtitles on vocabulary learning and listening comprehension. The Asian EFL Journal, 22(3), 6–23. Retrieved from https://old.callej.org/journal/22-3/Dizon-Thanyawatpokin2021.pdf
  • Erarslan, A., & Asmalı, M. (2021). The effects of videos on listening skill and vocabulary in the process of language learning. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 601–623. https://doi.org/10.21764/maeuefd.826066
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Li, W. (2020). Cultural representations in historical Chinese dramas. Asian Cinema Studies Journal, 31(1), 89–107.
  • Lin, X. (2021). Authentic language input through modern C-Dramas. Chinese as a Second Language Research, 10(1), 23–41.
  • Liu, Y. (2023). Period vs. modern C-Dramas: A comparative linguistic analysis. Journal of East Asian Linguistics, 32(3), 345–367. https://doi.org/10.1007/s10831-023-09245-x
  • Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. *Procedia-Social and Behavioral Sciences, 98*, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543
  • Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
  • Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(2), 223–240.
  • Puchta, H., & Rinvolucri, M. (2005). Multiple intelligences in EFL: Exercises for secondary and adult students. Cambridge University Press.
  • Ramsey, S. R. (1987). The Languages of China. Princeton: Princeton University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press.
  • Shintaku, K. (2022). Self-directed learning with anime: A case of Japanese language and culture. Foreign Language Annals, 55(1). https://doi.org/10.1111/flan.12598
  • Vanderplank, R. (2016). Captioned media in foreign language learning and teaching. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50045-8
  • Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138–149.
  • Wang, J. (2019). Language in historical C-Dramas: Forms and functions. Journal of Chinese Language and Culture, 14(2), 112–130.
  • Wu, K. (2020). Teaching cultural vocabulary through historical dramas. Chinese Language Teaching Methodology and Technology, 3(1), 15–32.
  • Zhang, H. (2022). Contemporary social themes in modern Chinese television dramas. Media Asia, 49(3), 178–195. https://doi.org/10.1080/01296612.2022.2046789
  • Zhang, L. (2021). Teaching Chinese culture with TV drama: A contextualized language instruction approach. Routledge. https://doi.org/10.4324/9781003134107

Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme

Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

Bu çalışma, Çin dizilerinin (CDramalar) Çince dil öğrenimi üzerindeki etkisini dilbilimsel ve kültürel perspektiflerle incelemeyi amaçlamaktadır. ‘陈情令’ve ‘微微一笑很倾城’dizileri örneklem olarak seçilerek, bu dizilerin dil öğrenme sürecine katkıları karşılaştırmalı olarak analiz edilmiştir. Çalışmada nitel ve nicel yöntemlerin bütünleştirildiği karma bir metodoloji benimsenmiş, Fairclough'un eleştirel söylem analizi ve Barthes'ın göstergebilimsel yaklaşımı temel alınmıştır. Araştırma bulguları, CDramaların dil öğrenmede hem avantajlar hem de sınırlılıklar sunduğunu göstermektedir. ‘陈情令’gibi tarihsel dizilerin ileri düzey öğrencilere akademik Çince öğrenme fırsatı sunduğu, ‘微微一笑很倾城’gibi modern dizilerin ise günlük konuşma dili için uygun olduğu tespit edilmiştir. Ancak, altyazı doğruluğu, dil seviyesi uyumsuzluğu ve kültürel karmaşıklık gibi zorluklar olduğu belirlenmiştir. Çalışma, CDramaların dil öğreniminde etkili kullanımı için öğrenci seviyelerine göre materyal seçimi, altyazı stratejileri ve kültürel rehberlik önerileri sunmaktadır. Ayrıca, gelecek araştırmalar için dil seviyesine özel dizi analizleri, akıllı altyazı sistemleri ve kültürel adaptasyon çalışmaları gibi öneriler getirilmektedir. Bu bulgular, CDramaların Çince öğreniminde önemli bir kaynak olarak değerlendirilebileceğini, ancak doğru pedagojik yaklaşımlarla kullanılması gerektiğini ortaya koymaktadır.

Keywords

Çince öğrenimi Kültürlerarası iletişim Dil öğretim yöntemleri Medya temelli dil öğrenme

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.
  • Balbay, S., & Kilis, S. (2017). Students' perceptions of the use of a YouTube channel specifically designed for an academic speaking skills course. Eurasian Journal of Applied Linguistics, 3(2), 235–251.
  • Barthes, R. (1964). Rhetoric of the image. Communications, 4, 40–51. https://doi.org/10.3406/comm.1964.1027
  • Bisson, M.-J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2022). Using dual subtitles to improve foreign language learning: A study on incidental vocabulary acquisition. Computer Assisted Language Learning, 35(8), 1670–1689. https://doi.org/10.1080/09588221.2022.2126497
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Chen, L. (2021). Urban youth language in C-Dramas: A sociolinguistic analysis. Journal of Chinese Sociolinguistics, 18(2), 45–67.
  • Chen, S. (2012). TV drama and lexis: A corpus-based lexical diversity study. ESP Across Cultures, 9, 53–63.
  • Chen, L., Chang, K. A corpus-based approach to the reception of Chinese television dramas streamed overseas. Humanit Soc Sci Commun, 11, 417 (2024). https://doi.org/10.1057/s41599-024-02897-7
  • Daskalovska, N. (2020). Literature, TV drama, and spoken language awareness. In H. Nassaji (Ed.), Literature, spoken language and speaking skills in second language learning (pp. 90–108). Cambridge University Press.
  • Dizon, G., & Thanyawatpokin, B. (2021). The effects of L1, L2, and dual subtitles on vocabulary learning and listening comprehension. The Asian EFL Journal, 22(3), 6–23. Retrieved from https://old.callej.org/journal/22-3/Dizon-Thanyawatpokin2021.pdf
  • Erarslan, A., & Asmalı, M. (2021). The effects of videos on listening skill and vocabulary in the process of language learning. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 601–623. https://doi.org/10.21764/maeuefd.826066
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75–96.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Li, W. (2020). Cultural representations in historical Chinese dramas. Asian Cinema Studies Journal, 31(1), 89–107.
  • Lin, X. (2021). Authentic language input through modern C-Dramas. Chinese as a Second Language Research, 10(1), 23–41.
  • Liu, Y. (2023). Period vs. modern C-Dramas: A comparative linguistic analysis. Journal of East Asian Linguistics, 32(3), 345–367. https://doi.org/10.1007/s10831-023-09245-x
  • Mousavi, F., & Gholami, J. (2014). Effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. *Procedia-Social and Behavioral Sciences, 98*, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543
  • Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
  • Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(2), 223–240.
  • Puchta, H., & Rinvolucri, M. (2005). Multiple intelligences in EFL: Exercises for secondary and adult students. Cambridge University Press.
  • Ramsey, S. R. (1987). The Languages of China. Princeton: Princeton University Press.
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The Impact of Chinese TV Series on Language Learning: A Study on “The Untamed” and “Love O2O”

Year 2025, Issue: 23, 50 - 60, 22.09.2025

Yasemin Çimen

https://doi.org/10.62425/dogu.1720599

Abstract

This study examines the impact of Chinese television dramas (CDramas) on Mandarin language learning from linguistic and cultural perspectives. Through a comparative analysis of two representative series—陈情令(The Untamed - historical fantasy) and ‘微微一笑很倾城’(Love O2O - modern romance)—the research employs a mixed-methods approach combining Fairclough's critical discourse analysis with Barthes' semiotic framework. Findings reveal that CDramas offer significant advantages for language acquisition, including authentic input, cultural contextualization, and listening-speaking skill development. While historical dramas like The Untamed provide advanced learners with literary and academic Chinese, contemporary series such as Love O2O effectively teach colloquial communication. However, challenges emerge regarding subtitle accuracy, HSK-level compatibility (particularly with archaic vocabulary in historical dramas), and cultural complexity for learners without sinological background. The study proposes pedagogical recommendations for optimizing CDrama integration in language education, including level-appropriate content selection, strategic subtitle use, and cultural scaffolding. Future research directions include developing HSK-aligned viewing guides, AI-enhanced adaptive subtitling systems, and comparative studies with other digital learning tools. These findings position CDramas as a valuable yet underutilized resource in Mandarin pedagogy when implemented through structured methodologies.

Keywords

Chinese language acquisition intercultural communication media-based language learning pedagogical subtitling

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  • Wu, K. (2020). Teaching cultural vocabulary through historical dramas. Chinese Language Teaching Methodology and Technology, 3(1), 15–32.
  • Zhang, H. (2022). Contemporary social themes in modern Chinese television dramas. Media Asia, 49(3), 178–195. https://doi.org/10.1080/01296612.2022.2046789
  • Zhang, L. (2021). Teaching Chinese culture with TV drama: A contextualized language instruction approach. Routledge. https://doi.org/10.4324/9781003134107
There are 32 citations in total.

Details

Primary Language Turkish
Subjects World Languages, Literature and Culture (Other)
Journal Section Article
Authors

Yasemin Çimen 0000-0002-3052-8987

Publication Date September 22, 2025
Submission Date June 16, 2025
Acceptance Date September 16, 2025
Published in Issue Year 2025 Issue: 23

Cite

APA Çimen, Y. (2025). Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme. Doğu Esintileri(23), 50-60. https://doi.org/10.62425/dogu.1720599
AMA Çimen Y. Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme. Doğu Esintileri. September 2025;(23):50-60. doi:10.62425/dogu.1720599
Chicago Çimen, Yasemin. “Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” Ve ‘Bir Gülüşü Şehri Büyüler’ Dizileri Üzerine Bir İnceleme”. Doğu Esintileri, no. 23 (September 2025): 50-60. https://doi.org/10.62425/dogu.1720599.
EndNote Çimen Y (September 1, 2025) Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme. Doğu Esintileri 23 50–60.
IEEE Y. Çimen, “Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve ‘Bir Gülüşü Şehri Büyüler’ Dizileri Üzerine Bir İnceleme”, Doğu Esintileri, no. 23, pp. 50–60, September2025, doi: 10.62425/dogu.1720599.
ISNAD Çimen, Yasemin. “Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” Ve ‘Bir Gülüşü Şehri Büyüler’ Dizileri Üzerine Bir İnceleme”. Doğu Esintileri 23 (September2025), 50-60. https://doi.org/10.62425/dogu.1720599.
JAMA Çimen Y. Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme. Doğu Esintileri. 2025;:50–60.
MLA Çimen, Yasemin. “Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” Ve ‘Bir Gülüşü Şehri Büyüler’ Dizileri Üzerine Bir İnceleme”. Doğu Esintileri, no. 23, 2025, pp. 50-60, doi:10.62425/dogu.1720599.
Vancouver Çimen Y. Çin Dizilerinin Dil Öğrenme Üzerindeki Etkisi “Dizginlenemeyenler” ve “Bir Gülüşü Şehri Büyüler” Dizileri Üzerine Bir İnceleme. Doğu Esintileri. 2025(23):50-6.
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