تأثیر ویدئوهای زیرنویس‌دار بر یادگیری واژگان ضمنی: تحلیلی مبتنی بر ژانر

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان و ادبیات انگلیسی دانشکده ادبیات و علوم انسانی دانشگاه قم، قم، ایران.

10.22059/jflr.2025.396179.1212

چکیده

ابزارهای چندرسانه‌ای، به‌ویژه ویدئوهای زیرنویس‌دار در آموزش زبان برای تدریس واژگان محبوبیت بالایی یافته‌اند؛ بااین‌حال، آگاهی اندکی از چگونگی تأثیر ژانرهای مورد علاقۀ زبان‌آموزان بر یادگیری واژگان ضمنی وجود دارد. این پژوهش تأثیر ویدئوهای زیرنویس‌دار ژانر هیجانی و پرتحرک را بر یادگیری واژگان ضمنی در میان ۴۶ دانش‌آموز پسر دبیرستانی ایرانی (۱۶ تا ۱۷ ساله، سطح مهارت A2) بررسی کرد. شرکت‌کنندگان به دو گروه تقسیم شدند: گروه آزمایشی که یک فیلم بلند هیجانی و پرتحرک  با زیرنویس کامل تماشا کردند و گروه کنترل که همان ویدئو را بدون زیرنویس مشاهده نمودند. دانش واژگان از طریق پیش‌آزمون و پس‌آزمون سنجیده شد و تحلیل کوواریانس یک‌طرفه با هدف تعدیل تفاوت‌های اولیۀ میان دو گروه انجام گرفت. نتایج نشان داد که ویدئوهای هیجانی و پرتحرک زیرنویس‌دار به‌طور معناداری یادگیری واژگان ضمنی را در مقایسه با درون‌داد بدون زیرنویس تسهیل کردند. تأثیر مثبت مشارکت زبان‌آموزان با محتوایی مطابق با علایق و انگیزه‌هایشان منجر به پیشرفت بیشتر در یادگیری واژگان شد؛ بنابراین، اهمیت ژانر و علاقه زبان‌آموز در آموزش مبتنی بر چندرسانه‌ای را برجسته می‌سازد. با استفاده از فیلم‌های بلند و ژانر‌محور به‌جای ویدیوهای کوتاه و عمومی، این پژوهش دامنۀ تحقیقات پیشین را گسترش داده و نشان می‌دهد که تطبیق محتوای چندرسانه‌ای با ترجیحات زبان‌آموزان می‌تواند نگاشت فرم-معنا و ماندگاری واژگان را بهبود بخشد. یافته‌های این پژوهش پیامدهای آموزشی ارزشمندی برای طراحی محتوای آموزشی انگیزه‌بخش و مؤثر در آموزش زبان انگلیسی به‌عنوان زبان خارجی ارائه می‌دهند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Impact of Captioned Videos on Incidental Vocabulary Learning: A Genre-Based Analysis

نویسندگان [English]

  • Reza Bagheri Nevisi
  • Mahdi Paseban
Department of English Language and Literature, University of Qom, Qom, Iran
چکیده [English]

Multimedia tools, especially captioned video, have been gaining popularity in language teaching for the teaching of vocabulary; however, little is known about how students' preferred genres affect incidental learning. This study examined the effect of action-genre captioned video on incidental vocabulary learning among 46 male Iranian high school students (16–17 years old, A2 Proficiency). The participants were divided into an experimental group, who watched a full-length captioned action film, and a control group, who watched the same video without captions. Vocabulary knowledge, measured by pre-test and post-test, was analyzed via a One-Way ANCOVA with adjustments for initial differences of the two groups. According to the results, captioned action videos significantly aided incidental vocabulary learning as opposed to non-captioned input. The positive effect of leدarners' engagement with materials of their preferences and motivation resulted in further vocabulary gains; thus, highlighting the importance of genre and learner interest in multimedia-based instruction. By using whole-length, genre-specific videos instead of short, generic clips, the study extends previous research and suggests that adapting multimedia content to learners' preferences can enhance form-meaning mapping and retention. The findings presented offer pedagogical implications for designing motivating and effective materials for teaching EFL.

کلیدواژه‌ها [English]

  • Captioned videos
  • Genre-based learning
  • Incidental vocabulary acquisition
  • Iranian EFL learners
  • Motivation

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 15، شماره 4
دی 1404
صفحه 325-347

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