Year 2020, Volume 9 , Issue 2, Pages 167 - 193 2020-12-31

Authentic Captioned Sitcom as Listening Comprehension Material in English Language Teaching

Mehmet ÖZGEN [1] , Nazlı GÜNDÜZ [2]


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.
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.
  • Allen, P., & Corder S., P. (1974). Techniques in Applied Linguistics. London: Oxford University Press.
  • Allwright, D., & Bailey, K. M. (2004). Focus on the Language Classroom. Cambridge: Cambridge University Press.
  • Baltova, I. (1994). The Impact of Video on on the Comprehension Skills of Core French Students. The Canadian Modern Language Review, 507-531.
  • Baltova, I. (1999). The Effect of Subtitled and Staged Video Input on the Learning and Retention of Content and Vocabulary in a Second Language. Ottowa: National Library of Canada.
  • Bird, S. A. (2005). Language Learning Edutainment. RELC, 311-339.
  • Brown, G., & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
  • Brown, H. D. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Inc.
  • Gebhard, J. G. (2006). Teaching English as a Foreign or Second Language. Michigan: The University of Michigan Press
  • Goldman, M., & S.Goldman. (1988). Reading with Close-Captioned TV. Journal of Reading, 458-461.
  • Grant, L., & Starks, D. (2001). Screening Appropriate Teaching Materials . IRAL, International Review of Applied Linguistics in Language Teaching, pp. 39-50.
  • Hatfield, W. (1960). Perspectives on English. New York: Appleton-Century-Crofts.
  • Huang, & Eskey. (2000). The effects of Closed-CAptioned Television on Listening Comprehension of Intermediate ESL Students. Sauthern California: Baywood Publising Co., Inc.
  • Katchen, J. (2003, May). Teaching a Listening and Speaking Course with DVD Films: Can It Be Done? Anthology in Celebration of the Twentieth Anniversary of the Department of FL, pp. 221-236.
  • Katchen, J. E. (2001). Moving Ahead with DVDs and the Web. On Challenges and Prospects in Teacher Education. Shah Alam, Malaysia.
  • King, J. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted Language Learning, 509-523.
  • Koolstra, C. M., & Beentjes, W. J. (1999). Children’s Vocabulary Acquisition in a Foreign Language through Watching Subtitled TV Programs at Home. Educational Technology, Research and Development, 51.
  • Krashen, S. (1995). The Natural Approach/ Language Acquisition in the Classroom. Hertfordshire: Phoenix ELT.
  • Krasher, S. (2004). Why support a delayed-gratification approach to language education? The Language Teacher, 3-7.
  • Lin, L. (2002). The effects of feature films upon learners' motivation, listening comprehension performance and speaking skill. Taipei: Crane Publising Co. Ltd.
  • Liversidge, G. B. (1999). The Role of Closed Captioning in Second Language Acquisition. Michigan: Bell & Howell Company.
  • Murcia, M. C. (2000). A guide for Language Teachers. Cambridge: Cambridge University Press.
  • Neuman, & Koskinen. (1992). Captioned Television as Comprehensible Input. Reading Research Quarterly, 94-106.
  • Neuman, & Koskinen. (1993). Captioned Video and Vocabulary Learning. National Reading Research Center, 1-20.
  • Nunan, D. (1998). Language Teaching Methodology. Hertfordshire: International Book Distributors Ltd.
  • Peterson, E., & Coltrane, B. (2003, December). Culture in Second Language Teaching. Center for Applied Linguistics CAL, pp. 3-6.
  • Price, K. & Dow, A. (1983, Fall). Closed-Captioned TV: An Untapped Resource. Newsletter, Vol. 12 (2). Retrieved from KMBT35020090127135858.tif (matsol.org)
  • Rivers, W. M. (1988). Interactive Language Teaching. New York: Cambridge University Press.
  • Rivers, W. M., & Temperley, M. S. (1978). A Practical Guide to the Teaching of English. New York: Oxford University Press.
  • Rost, M. (1991). Listening in Action. Norwich: Prentice Hall International.
  • Rost, M. (2002). Teaching and Researching Listening. London: Pearson Education.
  • Ur, P. (1999). A course In Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Primary Language en
Subjects Language and Linguistics
Journal Section Research Article
Authors

Orcid: 0000-0002-0081-9898
Author: Mehmet ÖZGEN
Institution: SELÇUK ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0001-8728-0372
Author: Nazlı GÜNDÜZ (Primary Author)
Institution: Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Batı Dilleri ve Edebiyatları
Country: Turkey


Dates

Application Date : December 12, 2020
Acceptance Date : December 23, 2020
Publication Date : December 31, 2020

APA Özgen, M , Gündüz, N . (2020). Authentic Captioned Sitcom as Listening Comprehension Material in English Language Teaching . ELT Research Journal , 9 (2) , 167-193 . Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/59207/839718