Journal Review: Subtitles in the Second Language Classroom (Result)
In this post, i would like to continue my review about Journal "Subtitles in the Second Language Classroom". Then, in this post i would explain the result of the research in this journal.
Journal Description
Title : Subtitle in the Second Language Classroom
Writer : Ingrid Elisabeth Nufsfjord Kvitnes
Year of Publication : 2013
Country : Norwegia
Language : English
Abstract
This study has explored the use of subtitles in second language acquisition for Norwegian
learners of English. We used participants from the VG1 level in upper secondary school; the
experiment had two experimental groups and a control group who watched the same video
clip with or without subtitles. We found that subtitles aided comprehension of plot in the
initial round of testing in addition to the participants’ vocabulary size, and this was
established through the use of a simple comprehension questionnaire. We also tested for long term effects of learning by using a word definition task and a lexical decision task and found that the subtitles were not predictors of performance. The participants’ proficiency level was more important as a predictor, through vocabulary size and input interaction. An experiment with back translation for the Norwegian subtitles showed no signs of priming.
Content
1. Abstract
2. Introduction
3. Theory
- Second language acquisition
- The role of input in SLA
- Subtitling of audiovisual material and SLA
- Visual material: cartoons/animations
- Priming
4. Method
- Research questions and the quantitative method
- Participants
- Materials
- Procedure
- Validity
Results
- Background
- Comprehension questionnaire
- Word definition task
- Lexical decision task
5. Discussion
- Comprehension questionnaire
- Word definition task
- Lexical decision task
- General discussion
6. Conclusion
7. Bibliography
8. Appendices
Journal Review : Result
In the first round of test, the participant did vocabulary test and grammar test. The result of the vocabulary test show that there are similarities between these three group. Group which did the test with Norwegian Subtitles have higher score than the others.
For grammar test, the result show that the group with English subtitle have the lower score than the others.
The second round is Comprehension test, and the result show that the Control group who did the test without subtitle, have the higher error average. It is provide that subtitle help the participant in this Comprehension test.
Then, the result of Word Definition task show that the Norwegian group have higher score and the English group and Control group have similar result average in errors. It happened could be that the participants did not pay
attention to the subtitles, or they did read them, but it did not give them an advantage over watching the clip without it.
The last test is Lexical Decision Task. The result show that the participant more interest in Cartoon that others. The score of Cartoon is the highest score than the other videos. The reason is because cartoon easy to understand and predictable.
P.S :
English Group is a group who did a test with English subtitle.
Norwegian Group is a group who did a test with Norwegian subtitle.
Control Group is a group who did a test without subtitle.
If you want to see the table of the result, you can download the full version of this journal in the link below
https://www.ntnu.edu/documents/38274309/40279009/Ingrid+Elisabeth+Nufsfjord+Kvitnes+Master.pdf/5d0bb5fe-b010-479e-90e2-5939766aa2ac
Thank you for reading, i hope it useful for you. See you in the next post :)
Journal Description
Title : Subtitle in the Second Language Classroom
Writer : Ingrid Elisabeth Nufsfjord Kvitnes
Year of Publication : 2013
Country : Norwegia
Language : English
Abstract
This study has explored the use of subtitles in second language acquisition for Norwegian
learners of English. We used participants from the VG1 level in upper secondary school; the
experiment had two experimental groups and a control group who watched the same video
clip with or without subtitles. We found that subtitles aided comprehension of plot in the
initial round of testing in addition to the participants’ vocabulary size, and this was
established through the use of a simple comprehension questionnaire. We also tested for long term effects of learning by using a word definition task and a lexical decision task and found that the subtitles were not predictors of performance. The participants’ proficiency level was more important as a predictor, through vocabulary size and input interaction. An experiment with back translation for the Norwegian subtitles showed no signs of priming.
Content
1. Abstract
2. Introduction
3. Theory
- Second language acquisition
- The role of input in SLA
- Subtitling of audiovisual material and SLA
- Visual material: cartoons/animations
- Priming
4. Method
- Research questions and the quantitative method
- Participants
- Materials
- Procedure
- Validity
Results
- Background
- Comprehension questionnaire
- Word definition task
- Lexical decision task
5. Discussion
- Comprehension questionnaire
- Word definition task
- Lexical decision task
- General discussion
6. Conclusion
7. Bibliography
8. Appendices
Journal Review : Result
In the first round of test, the participant did vocabulary test and grammar test. The result of the vocabulary test show that there are similarities between these three group. Group which did the test with Norwegian Subtitles have higher score than the others.
For grammar test, the result show that the group with English subtitle have the lower score than the others.
The second round is Comprehension test, and the result show that the Control group who did the test without subtitle, have the higher error average. It is provide that subtitle help the participant in this Comprehension test.
Then, the result of Word Definition task show that the Norwegian group have higher score and the English group and Control group have similar result average in errors. It happened could be that the participants did not pay
attention to the subtitles, or they did read them, but it did not give them an advantage over watching the clip without it.
The last test is Lexical Decision Task. The result show that the participant more interest in Cartoon that others. The score of Cartoon is the highest score than the other videos. The reason is because cartoon easy to understand and predictable.
P.S :
English Group is a group who did a test with English subtitle.
Norwegian Group is a group who did a test with Norwegian subtitle.
Control Group is a group who did a test without subtitle.
If you want to see the table of the result, you can download the full version of this journal in the link below
https://www.ntnu.edu/documents/38274309/40279009/Ingrid+Elisabeth+Nufsfjord+Kvitnes+Master.pdf/5d0bb5fe-b010-479e-90e2-5939766aa2ac
Thank you for reading, i hope it useful for you. See you in the next post :)
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