東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition./
Author:	Moon, So-Jin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28497609
ISBN:	9798534662610

Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition.
Moon, So-Jin.

Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 140 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2021.

This item must not be sold to any third party vendors.

As increasing numbers of foreign language programs have employed multimedia into their curricula, the importance of ways and means to optimize the students' language learning through multimedia has been emphasized. While multimedia with on-screen text in the target language is extensively adopted by foreign language learners, there is no study of its effects on Korean language learning up to date. The purpose of this study was to investigate the effects of Korean captions through Korean pop culture media on Korean language learners' incidental vocabulary learning, as a pioneering study in Korean language education with captioned multimedia. A total of 120 beginning, intermediate, and advanced college learners of Korean participated in this study. All the participants watched two Korean music videos, one with captions (L2) and the other without captions (four times each video for three consecutive days) along with English subtitles. The vocabulary Knowledge Scale (VKS) developed by Paribakht and Wesche (1993) was used to measure the participants' knowledge of target words before (pretest) and after (posttest) viewing each video, and the participants' vocabulary gains from the pretest to the posttest were compared using SPSS (a paired-samples t-test) whether the gains for the two videos, with and without Korean captions, resulted in significant differences. Besides, the gains between the participants' course/proficiency levels were examined using a 3 x 2 ANOVA to see whether there significantly different gains were obtained among their levels. The results of this study revealed that both treatments brought statistically significant gains in Korean language learners' vocabulary knowledge and that the captioned video resulted in greater gains than the non-captioned video, which was in line with the previous studies (Baltova, 1999; Bird & Williams, 2002; Huang & Eskey, 1999; Koskinen et al., 1996; Montero Perez et al., 2014; Neuman & Koskinen, 1990, 1992; Syodorenko, 2010; Winke et al., 2010). Also, the students in the intermediate and advanced levels tended to obtain more vocabulary knowledge than those in the beginning level when Korean captions were presented. The participants' voices supported these results and indicated that the availability of captions enhanced their language abilities not only in acquiring vocabulary knowledge but also in other linguistic areas such as reading speed, listening comprehension, and pronunciation. This study concluded with a discussion of the pedagogical implications of using captions in a variety of ways to enhance foreign language vocabulary acquisition and suggestions for further research, including limitations of this study.

ISBN: 9798534662610Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Caption

Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition.
LDR:04027nmm a2200421 4500 001 2349543
005 20230509091108.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534662610
035 $a (MiAaPQ)AAI28497609
035 $a AAI28497609
040 $a MiAaPQ $c MiAaPQ
100 1 $a Moon, So-Jin. $3 3688953
245 1 0 $a Effects of Using Captioned Pop Culture Media on Foreign Language Learners' Vocabulary Acquisition.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Hilliker, Shannon M.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a As increasing numbers of foreign language programs have employed multimedia into their curricula, the importance of ways and means to optimize the students' language learning through multimedia has been emphasized. While multimedia with on-screen text in the target language is extensively adopted by foreign language learners, there is no study of its effects on Korean language learning up to date. The purpose of this study was to investigate the effects of Korean captions through Korean pop culture media on Korean language learners' incidental vocabulary learning, as a pioneering study in Korean language education with captioned multimedia. A total of 120 beginning, intermediate, and advanced college learners of Korean participated in this study. All the participants watched two Korean music videos, one with captions (L2) and the other without captions (four times each video for three consecutive days) along with English subtitles. The vocabulary Knowledge Scale (VKS) developed by Paribakht and Wesche (1993) was used to measure the participants' knowledge of target words before (pretest) and after (posttest) viewing each video, and the participants' vocabulary gains from the pretest to the posttest were compared using SPSS (a paired-samples t-test) whether the gains for the two videos, with and without Korean captions, resulted in significant differences. Besides, the gains between the participants' course/proficiency levels were examined using a 3 x 2 ANOVA to see whether there significantly different gains were obtained among their levels. The results of this study revealed that both treatments brought statistically significant gains in Korean language learners' vocabulary knowledge and that the captioned video resulted in greater gains than the non-captioned video, which was in line with the previous studies (Baltova, 1999; Bird & Williams, 2002; Huang & Eskey, 1999; Koskinen et al., 1996; Montero Perez et al., 2014; Neuman & Koskinen, 1990, 1992; Syodorenko, 2010; Winke et al., 2010). Also, the students in the intermediate and advanced levels tended to obtain more vocabulary knowledge than those in the beginning level when Korean captions were presented. The participants' voices supported these results and indicated that the availability of captions enhanced their language abilities not only in acquiring vocabulary knowledge but also in other linguistic areas such as reading speed, listening comprehension, and pronunciation. This study concluded with a discussion of the pedagogical implications of using captions in a variety of ways to enhance foreign language vocabulary acquisition and suggestions for further research, including limitations of this study.
590 $a School code: 0792.
650 4 $a Linguistics. $3 524476
650 4 $a Language. $3 643551
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Instructional design. $3 3172279
650 4 $a Research. $3 531893
650 4 $a Pedagogy. $3 2122828
650 4 $a Students. $3 756581
650 4 $a Coding theory. $3 532585
650 4 $a Language acquisition. $3 528343
650 4 $a Memory. $3 522110
650 4 $a Video recordings. $3 575241
650 4 $a Television programs. $3 605397
650 4 $a Deafness. $3 583177
650 4 $a Foreign language learning. $3 3436780
650 4 $a Speaking. $3 3561999
650 4 $a Teachers. $3 529573
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Sound. $3 542298
650 4 $a Native languages. $3 3542645
650 4 $a Second language learning. $3 3542620
650 4 $a Listening comprehension. $3 930680
650 4 $a Hypotheses. $3 3560118
650 4 $a Knowledge. $3 872758
650 4 $a Retention. $3 2137396
650 4 $a Subtitles & subtitling. $3 3688954
650 4 $a Speech. $3 530580
650 4 $a Reading. $3 516229
650 4 $a Education. $3 516579
650 4 $a Popular culture. $3 518723
653 $a Caption
653 $a Foreign language learning
653 $a Incidental vocabulary learning
653 $a Korean language learning
690 $a 0444
690 $a 0290
690 $a 0679
690 $a 0447
690 $a 0456
690 $a 0515
710 2 $a State University of New York at Binghamton. $b Community and Public Affairs. $3 3430317
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0792
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28497609