Incidental Vocabulary Learning through Watching Movies

Autor/inn/en	Ashcroft, Robert John; Garner, Joseph; Hadingham, Oliver
Titel	Incidental Vocabulary Learning through Watching Movies
Quelle	In: Australian Journal of Applied Linguistics, 1 (2018) 3, S.135-147 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Incidental Learning; Vocabulary Development; Recall (Psychology); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Proficiency; Linguistic Input; Grammar; Visual Aids; Scripts; Undergraduate Students; Language Tests; Pretests Posttests; Word Frequency; Teaching Methods; Japan + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Sprachbildung; Grammatik; Anschauungsmaterial; Skript; Language test; Sprachtest; Word analysis; Frequency; Wortanalyse; Häufigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	It is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. Technological advances have greatly expanded the resources available to language students. In particular, learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students' ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost to their rate of vocabulary acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01