نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
1 دانشیار،گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
2 گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [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 vocabulary 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 (experimental and control). According to the results, captioned action videos significantly aided incidental vocabulary learning as opposed to non-captioned input. The positive effect of learners' 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 in EFL settings.
کلیدواژهها [English]
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