Abstract
Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners’ perspectives. Twenty-eight Taiwanese EFL adult learners participate in the study. Authentic video clips from three different American dramas- “How I met your mother”, “The King of Queens”, and “Reba” are adopted. After three sessions of class activities including clip watching, class discussion, word listing, etc., students complete a 4-likert scale questionnaire and are individually interviewed by the researcher to give their opinions. The results reveal positive comments on the facilitative role of TV drama in learning new vocabulary as previous studies suggested, but learners’ comments point out some crucial factors while learning L2 vocabulary with TV drama. First of all, the interest level and the familiarity of the content is an important factor. In addition, the images, subtitles and repetition help participants to “remember” the target words. Other factors such as the authenticity of the language, the contextual meaning of the words, and the dramatic performances all contribute to the learning of the L2 vocabulary. In the end of the study, working memory system, the context, acquisition-learning hypothesis (Krashen, 1981), and noticing hypothesis (Schmidt, 1990) are further discussed.
Highlights
More and more often, teachers are encouraged to implement multimedia tools such as audios or videos in language classrooms because they seem to be more convenient, entertaining, and most of the time very handy
The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners’ perspectives
Can learners be motivated by the videos like the statistics told us? Are learners aware of themselves learning L2 words while experiencing the process of watching videos? What are their reactions toward the learning process? In what ways is watching videos better or worse than reading written texts in terms of learning L2 vocabulary? Combining questions mentioned above, the purpose of this study aims to explore the phenomenon of an EFL classroom where www.ccsenet.org/elt
Summary
Teachers are encouraged to implement multimedia tools such as audios or videos in language classrooms because they seem to be more convenient, entertaining, and most of the time very handy. A number of researchers have claimed the effectiveness of combining audio and visual aids in language classrooms. They argued that visual input combining with other technology tools stimulates deeper comprehension of the texts and enhances the interaction between the target language and learners’ mind which in term, allow learners to predict the target language more and to recall more fully (Neuman et al, 1990; Stevens, 1989; Svensson & Borgarskila, 1985; Underwood, 1990). Storyline: Ted tried to show his “casual” personality to this girl- Robin who he liked. Duration of the clip: 12 minutes Storyline: In the restaurant, Doug and Carrie met their couple friend-Lisa and “the guy” who just announced their wedding and enforced everyone to go to their wedding ceremony. While discussing to go or not to go to the wedding, they discovered another reason to dislike the annoying couple
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