期刊名称：The Journal of Teaching English With Technology
印刷版ISSN：1642-1027
出版年度：2012
卷号：12
期号：4
页码：3-15
出版社：IATEFL Poland Computer Special Interest Group
摘要：This study aimed to find out whether watching subtitled cartoons influences incidentalvocabulary learning. The study was conducted with 42 first grade English Language Teaching(ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect datafrom the subjects, a 5-point vocabulary knowledge scale was used and 18 target words wereintegrated into the scale. The pre-test and post-test group design was selected for theadministration. After subjects had been randomly assigned into two groups (one subtitle groupand the other no-subtitle group), they were given the same pre- and post-tests.The findings of study did not support the assumption that the subtitle group wouldoutperform the no-subtitle group, since there were no significant differences between twogroups according to t-test results. However, there was significant improvement in both of thegroups from pre-test to post-test scores. This progress was attributed to the presentation oftarget words in cartoons. In this way, the target words were contextualized and it became easyfor participants to elicit the meanings of the words.
关键词：animated cartoons; vocabulary development; subtitles and captions;language learning
