Abstract
Subtitle refers to the time-synchronized text on a video that translates the spoken audio to another language. This research deals with the effect of watching subtitled video material on the vocabulary acquisition (incidental) of the Filipino learners of English with an emphasis on the receptive and productive vocabulary knowledge. The study was participated by 100 university students in a private higher education institution in the Philippines. The study used a pretest and posttest design in which the Vocabulary Knowledge Scale developed by Paribakht and Wesche (1993) was employed. The results show that there is a significant difference between the pretest and the posttest performance in vocabulary acquisition in terms of receptive and productive vocabulary knowledge of the participants. The findings imply the integration of subtitled video material in the teaching of vocabulary in Philippine classrooms because of its effectiveness which, up to this point, is not yet realized.
Highlights
In learning English, students need to see that it covers the macro skills: reading, writing, listening, speaking and viewing; and to effectively learn all these, they need to see the importance of vocabulary as a language component because it can really affect the skills mentioned
The researcher came across students who shared their experiences inside the classroom as far as language teaching is concerned
Multimedia can appeal to many types of learning preferences – some students profit more from learning by reading, some by hearing and some by watching
Summary
In learning English, students need to see that it covers the macro skills: reading, writing, listening, speaking and viewing; and to effectively learn all these, they need to see the importance of vocabulary as a language component because it can really affect the skills mentioned. The researcher came across students who shared their experiences inside the classroom as far as language teaching is concerned. They tend to withdraw themselves from it because how it is done is contrary to their interest. In other words, they get bored with the lesson and that they need something like attractive images or animations. Multimedia can appeal to many types of learning preferences – some students profit more from learning by reading, some by hearing and some by watching
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