Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners

Autor/inn/en	Neissari, Malihe; Ashraf, Hamid; Ghorbani, Mohammad Reza
Titel	Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners
Quelle	In: Iranian Journal of Language Teaching Research, 5 (2017) 3, S.109-127 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Humor; English (Second Language); Second Language Learning; Second Language Instruction; Positive Attitudes; Quasiexperimental Design; Undergraduate Students; Scores; Figurative Language; Video Equipment; Foreign Countries; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Questionnaires; Student Attitudes; Statistical Analysis; Comparative Analysis; Language Proficiency; Language Tests; Experimental Groups; Control Groups; Iran + Suchen Sie Ihr Suchwort? Humoristische Darstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Fragebogen; Schülerverhalten; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest
Abstract	Employing a quasi-experimental design, this study examined the efficacy of humorous idiom video clips on the achievement of Iranian undergraduate students studying English as a Foreign Language (EFL). Forty humorous video clips from the English Idiom Series called "The Teacher" from the BBC website were used to teach 120 idioms to 61 undergraduate students at the University of Bojnord (UB). A 40-item idiom pretest was given to the experimental group (EG) and the control group (CG) while an independent-samples t-test was used to compare the means of these two groups based on posttest scores. A 15-item attitudinal questionnaire captured participants' attitudes toward learning English idioms through video clips. The results indicate that there was a significant difference between the EG and CG mean scores: humorous video clips do facilitate EFL learners' idioms achievement and learners exhibit a positive attitude toward their application in the classroom. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01