Abstract

Bu uygulamalı çalışmada, 2007-2008 Bahar yarıyılında Selçuk Üniversitesi Yabancı Diller Yüksekokulu öğrencilerinin İngilizceyi dinleme ve kavrama yetenekleri üzerinde İngilizce altyazılı özgün video filmlerinin etkileri incelenmiştir. İki gruptan oluşan (Kontrol ve Deney Grubu) öğrencilere Everybody Hates Chris (Herkes Chris’ten Nefret Eder) dizisine ait aynı bölümler izletilmiş ve öncesi ve sonrasında testler ve anketler uygulanmıştır. Kontrol grubunda ki öğrenciler bölümleri altyazısız olarak izlerken, çalışmanın amacı doğrultusunda deney grubundaki öğrenciler aynı dizileri İngilizce altyazılı olarak izlemişlerdir. Öğrenciler yaklaşık 20 dakika süren her bir bölümü sadece 1 kez izlemişler ve her bir dizi öncesinde her iki gruptaki öğrencilere önceden hazırlanan bilinmeyen kelime ve deyimleri içeren çalışma kâğıtları verilmiştir. İngilizce dinleme ve anlamayı ölçmeye yönelik yapılan test sonuçları, bölümleri altyazıyla izleyen deney grubu öğrencilerinin önemli oranda daha iyi sonuçlar elde ettiklerini göstermiştir. İngilizce altyazı öğrencilerin dizinin konusunu daha iyi takip etmelerine, yeni kelime ve deyimleri öğrenmelerinde; dinleme becerilerini geliştirmelerinde yardımcı olmuştur. Bu çoklu duyusal sunum (izlemeleri, konuşulanları dinlemeleri ve yazılı tekst olarak okumaları) öğrencilere cazip gelmiş ve okul dışında da altyazı teknolojisini dinleme ve öğrenme aracı olarak kullanma eğilimi oluşmasını sağlamıştır.

Keywords

• Dinleme, dinleme-algılama, özgün materyaller, video, altyazı

Authentic Captioned Sitcom as Listening Comprehension Material in English Language Teaching

Abstract

This paper provides the results of a research study conducted during the 2007-2008 spring semester at Selçuk University, School of Foreign Languages (SOFL) in order to determine the effects of captioned authentic video films on the listening comprehension of intermediate English as Foreign Language (EFL) students. Two groups of students (pilot and control group) were chosen and provided with the same chosen episodes of “Everybody Hates Chris”, an Emmy Award-nominated sitcom, and took the same pre- and post-tests, and questionnaires. While the experimental group of students watched the episodes with captions, the students in the control group watched them without captions. Subjects viewed the episodes once, for nearly 20 minutes. Before each presentation, both groups received work sheets of the target vocabulary and phrases. The results of the study showed that the group who watched the sitcom episodes with captioning scored significantly better in the listening comprehension test, than the ones in the controlled one. Pre/ post questionnaires were conducted to analyze the students’ perceptions of the effects of captioning on EFL learning. The results of the study revealed significant outcomes stating that films with captions in ELT teaching helped students understand the plot better; supported vocabulary acquisition; improved students’ listening skills. More, multi-sensory presentations encouraged students using captioning technology as a listening and a learning tool by themselves outside the classroom.

Keywords

• Listening,
• Listening Comprehension
• captioned video

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