Enhancing English Vocabularies through Language Play in Children Movies (original) (raw)
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Upgrading Students’ Vocabulary through English Movie in Indonesian Context
EDULIA: English Education, Linguistic and Art Journal, 2022
Vocabulary is one of the most important parts of English, so it is important to master as much vocabulary as possible. However, adding to the word is an easy thing to do. Thus, students face challenges in upgrading their vocabulary, so media are needed to upgrade students' vocabulary. One of the media that can be used to improve students' vocabulary is English movies. Therefore, this study aims to determine the effectiveness of English movie in upgrading vocabulary. The method used is a library research. The data obtained in this study were taken from several peer-reviewed articles in the last 5 years. The data shows that each student's vocabulary increases by using English movie as a medium. So it can be concluded that English movie are effective in upgrading students' vocabulary, both English movie with subtitles and without subtitles. Thus, English movie that use subtitles upgrading students' vocabulary more deeply than English movie without subtitles.
Games & Drama Applications in Language Acquisition
OPUS © Uluslararası Toplum Araştırmaları Dergisi-International Journal of Society Research, 2021
This research aims to reveal the effects of games and drama practical applications on language acquisition for preschool children. "Game & Drama in Language Acquisition" training program has been applied to 4-6-year-old children attending preschool educational institutions, and the results were analyzed respectively. The study comprises 126 volunteering parents and 126 children attending preschool institutions. At the same time, 32 teachers have evaluated the activities. The content of the training program includes modules with game & drama activities that aim to strengthen language acquisition in preschool children. Data collection tools were the Vocabulary Performance Checklist to analyze the concepts and words acquired by children; Identification Scale of Preschool Teachers' Opinions on Game Activities to reveal the parents' views. In the data analysis, in order to determine the differences of the answers reported by the experimental and control groups in the pre-test and post-test, analyzes were performed for independent groups using t-test, variance analysis, and Mann Whitney U test. The statistical results of the data have revealed that games and drama activities supporting language acquisition increase the level of effectiveness significantly when applied together with parental training and that using games and drama in the preschool period is an effective method for the children's development of self-expression and language using skills consciously.
Language Learning through Movies (LLM) Proceedings ILANNS 2018 Concorde Hotel, Shah Alam
Proceedings for 4th International Conference on Issues in Language Teaching and Learning amongst Non-Native Speakers. , 2018
Over the years, a substantial shift in language teaching and learning has taken place in tertiary institutions as students are exposed to more authentic and stimulating materials to build their language skills. In this research, language learning strategies and Kolb's experiential learning theory are combined to find out how movies can be a tool to be used as part of a classroom activity which allows effective learning to take place while developing students' English proficiency. An objective questionnaire was developed to find out whether movies can influence students' language learning strategies and experiential learning. Students sitting for ELC231 Integrated Language Skills III course were conveniently sampled as one of the assessment requirements was to present an oral commentary on English movies. A pilot test was conducted on 30 students to test the reliability of the questions. The result of the Cronbach's Alpha analysis showed a high .877. The questionnaire was then distributed to 111 students. Descriptive statistics analysis was conducted to identify the highest means for both language learning strategies and experiential learning. The findings of the study potentially validate the use of movies as an effective learning tool. I hear and I forget, I see and I remember, I do and I understand. (Confucius)
Lire Journal (Journal of Linguistics and Literature)
J.K. Rowling and her Harry Potter series, published from 1997 to 2007, have been globally acclaimed as one of the most popular novels with the most varied target readers. A lot of reviews have been made and by far, they focused more on the literary aspects. This research offers a different way of reading Harry Potter novels since it will focus more on language play as Rowling’s style of writing, which is believed to contribute to the comprehension of the literary elements. Language play is a means of foregrounding – linguistic forms that stand out in a text. The research is done to find out the language play forms contained in Harry Potter and the Philosopher’s Stone and how these forms support the understanding of the literary elements. The research employs the descriptive qualitative method; various linguistic forms of language play are taken as the data, which are then investigated further in terms of the types of linguistic features. Afterward, these are connected with the liter...
HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades
Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement.
How can movies be effective in learning English idiomatic and everyday expressions
International Journal of Learning and Teaching , 2018
This study aimed at examining the effect of movies on learning English idiomatic and everyday expressions among Iranian EFL learners. The sample population of this study was English major students of Islamic Azad University, Isfahan (Khorasgan) Branch. Their first language was Persian and their age ranged between 25 and 45. The participants were 30 male and female students who were chosen based on their scores in a placement test to ensure that they were in the same level of English language proficiency. An experimental design was used in which pre-test-post-test was utilised. After the data were analysed statistically through a paired-samples t-test, the results showed that movies had significant effects on learning English idiomatic and everyday expressions among Iranian EFL learners and improves their English learning. Thus, language teachers and syllabus designers can include movies as an effective and interesting tool in teaching vocabulary in general and idiomatic and everyday expressions
Watching English movies and proficiency development: Advanced learners' perceptions and strategies
Global Journal of Foreign Language Teaching
Watching movies can help language learners improve their proficiency. However, important in this regard are what kinds of movies learners perceive as beneficial and how they benefit from watching movies. This study intended to discover advanced English learners' perceptions and strategies regarding watching movies. To this aim, the researchers selected 34 advanced English learners in Iran. The participants completed a questionnaire and then the researchers interviewed them to find out their perceptions and strategies with regard to watching English movies. The findings suggested that the most favourite genres were comedy, documentary and animated movies, in the order given. Furthermore, the most common strategies used by the learners were writing down new vocabularies, reviewing them and using them in everyday situations. Moreover, advanced learners preferred to watch movies with English or no subtitles. The findings can aid English learners and teachers to become familiar with ...