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Kelime Öğretiminde Alt Yazılı Videoların Kullanımı: Almanca Örneği

Yıl 2024, Cilt: 9 Sayı: 2, 199 - 210, 25.12.2024

Esin Karacan Yücedağ , Muhammet Koçak

https://doi.org/10.47479/ihead.1476765

Öz

Hızla gelişmeye devam eden teknolojiye bağlı olarak, yabancı dil öğretimi alanında da sürekli olarak yeni yöntemler geliştirilmekte ve yenilikçi stratejiler benimsenmektedir. Geleneksel yöntemlerin yanı sıra multimedya teknolojisinin derslere entegre edilmesi, etkileşimli, eğlenceli ve kalıcı öğrenme ortamları yaratmayı amaçlamaktadır. Böylelikle öğrencilerin dile ilişkin bütünsel bir anlayış geliştirmeleri ve iletişimsel yeterliliklerini artırmaları sağlanmaktadır. Yabancı dil derslerine entegre edilen videolar, hedef toplumun dilini, kültürünü, örf ve adetlerini yansıtması açısından önemli bir materyal olmasının yanı sıra, kelime edinimini kolaylaştırmak için dinamik ve etkili bir kaynaktır. Alt yazılar ile zenginleştirilmiş video materyalleri ise, yabancı dil öğrenenlerin hedef dildeki kelime ve ifadelerin farklı bağlamlarda nasıl kullanıldığını somut hale getiren güçlü bir pedagojik araçtır. Bu çalışma, Almanca alt yazılı videoların öğrencilerin kelime edinimi üzerindeki etkisini incelemektedir. Araştırmaya Gazi Üniversitesi Alman Dili Eğitimi Ana Bilim Dalında okumakta olan 61 öğrenci iştirak etmiştir. Katılımcılar, deney ve kontrol grubu olarak adlandırılan iki ayrı kategoriye rastgele dağıtılmışlardır. İlgili video deney grubuna alt yazılı, kontrol grubuna ise alt yazısız olarak izletilmiştir. Daha sonra, videoda geçen kelime grupları (ayrılabilen fiiller) Kelime Bilgisi Testi (VKS) kullanılarak değerlendirilmiş ve iki grubun ortalama puanları Mann Whitney U ve Wilcoxon testleri kullanılarak karşılaştırılmıştır. Bulgular, videoyu alt yazılı olarak izleyen öğrencilerin, alt yazısız olarak izleyen öğrencilere kıyasla VKS testlerinde önemli ölçüde daha yüksek ortalama puanlar elde ettiklerini göstermiştir.
Anahtar kelimeler: Alt yazı, kelime öğretimi, video.

Anahtar Kelimeler

Alt Yazı Kelime Öğretimi Video

Etik Beyan

Bu araştırmanın, Gazi Üniversitesi Etik Kurulunun 2022 – 500 sayılı kararı ile etik ilkelere uygun olduğu beyan edilmiştir.

Kaynakça

  • Alavi, M., & Assi, R. (2017). The relationship between vocabulary knowledge and reading comprehension among EFL learners. Journal of Language Teaching and Research, 8(3), 515-522.
  • Bisson, M. J. (2019). The effectiveness of video and subtitles for language learning: A mixed methods study. The Canadian Modern Language Review, 75(2), 153-178.
  • Brown, L., & Garcia, M. (2023). Enhancing Language Learning Through Multimedia Integration: A Case Study of Accessible Resources. International Journal of Applied Linguistics, 30(2), 134-149.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi. https://doi.org/10.14527/9789756802748
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Akademi. https://doi.org/10.14527/9789944919289
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.
  • Chen, L., & Zhang, Q. (2021). The Effects of Subtitles on Vocabulary Acquisition and Retention in Language Learning: A Meta-Analysis. Language Teaching Research, 25(3), 301-318.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.
  • Folse, K.S. (2004). Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor, University of Michigan Press. https://doi.org/10.3998/mpub.23925
  • Garcia, C., & Martinez, R. (2017). The Role of Subtitles in Vocabulary Acquisition Among Language Learners: A Review of Literature. Modern Language Journal, 105(4), 412-428.
  • Gardner, D. (2014). Exploring Vocabulary: Language in Action. Cambridge University Press.
  • Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). Routledge. https://doi.org/10.4324/9780203932841
  • Ghory, S., & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/10.53894/ijirss.v4i3.73
  • Ghafar Samar, R., & Tahririan, M. H. (2015). The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Theory and Practice in Language Studies, 5(8), 1664-1672.
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. https://doi.org/10.1017/S0261444807004144
  • Hubbard, P. (2008). Computer-assisted language learning: Critical concepts in linguistics. Routledge.
  • Jalilifar, A. R., & Salamati, A. (2015). The effect of watching Tv series on intermediate EFL learners’ vocabulary learning: Implications for the teaching of general and specialized vocabulary. Journal of Language Teaching and Research, 6(1), 101-110.
  • King, J. (2002). Using DVD Feature Films in the EFL Classroom, The Weekly Column, 15(5), 509-523. https://doi.org/10.1076/call.15.5.509.13468
  • Klímová, B. F. (2013). Multimedia in the Teaching of Foreign Languages. Journal of Language and Cultural Education, 1(1), 113-120.
  • Kost, C. R., & Foss, P. (2002). Effects of video captions on comprehension and vocabulary. Journal of Educational Technology Systems, 30(2), 85-98.
  • Kozloff, M. A. (2003). The use of video in teacher education. Journal of Technology and Teacher Education, 11(2), 247-271.
  • Laufer, B., & Hulstijn, J. (2001). Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
  • Lee, S., & Chen, H. (2021). Authenticity in Language Learning Materials: A Comparative Analysis o Textbook-Derived and Native Speaker-Featured Resources. Modern Language Journal, 98(4),567-582.
  • Lee, S., & Kim, J. (2018). Subtitles in Educational Videos: A Tool for Improving Word Acquisition and Retention in Language Education. Journal of Applied Linguistics Research, 22(1), 56-71.
  • Liu, M., & Xie, S. (2018). Effects of video caption mode on vocabulary learning. TESOL Quarterly, 52(2), 411-422.
  • Lopez, M., & Smith, A. (2015). Subtitles in Language Learning: Effects on Vocabulary Retention and Acquisition. Journal of Language Education, 30(2), 123-138.
  • Markham, P., & Peter, L. (2013). The effects of captioning videos on academic listening and language proficiency. TESOL Quarterly, 47(3), 545-567.
  • Markham, P. (2017). The effect of watching captioned video on the incidental aquisition of content words. Language Larning & Technology, 2(1), 146-158.
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Meara, P. (2002). The Rediscovery of Vocabulary. Second Language Research, 18(4), 393–407. https://doi.org/10.1191/0267658302sr211xx
  • Meara, P. (2005). How much vocabulary is needed to use English? Replicating and refining the 2,000 word threshold. Language Learning, 55(3), 387-422.
  • Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
  • Nation, I.S.P. (2009). Teaching and Learning Vocabulary. Heinle Cengage Learning.
  • Neuman, S. B., & Koskinen, P. S. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for lanfuage minority. Reading Research Quarterly, 27(1), 95-106. https://doi.org/10.2307/747835
  • Nguyen, T., & Tran, H. (2019). The impact of subtitles on vocabulary learning in foreign language education: a comparative study. International Journal of Language Studies, 12(4), 45-60.
  • Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. https://doi.org/10.1111/1467-9922.00193
  • Richards, J. C.,& Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge.
  • Rivers, W.M. (1981). Teaching Foreign-Language Skills. The University of Chicago Press. https://doi.org/10.4324/9781315833835
  • Rodriguez, M., & Santos, A. (2020). Enhancing word memorization through subtitles in educational videos: a study on language learners. Journal of Educational Technology, 18(2), 87-102.
  • Schmitt, N. (Ed.). (2013). Handbook of vocabulary acquisition research. Routledge.
  • Schmitt, N., & Schmitt, D. (2014). Vocabulary in Language Teaching. Cambridge University Press.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
  • Sherman, J. (2003). Using authentic video in the language classroom. Ernst Klett Sprachen.
  • Smith, J., & Johnson, A. (2022). The impact of communication technology on language education: a review of recent developments. Journal of Educational Technology, 45(3), 211-225.
  • Suman, C. (2023). The effective integration of multimedia in foreign language teaching. A Peer Rewiev Research Journal of Language and Human Development, 1(1), 83-93.
  • Trochim, W. M. K., & Donnelly, J. P. (2007). The research methods knowledge base (3rd ed.). Atomic Dog Publishing.
  • Vanderplank, R. (2010). The relationship between the use of subtitles and vocabulary learning. In M. C. Penz & G. M. M. Lavaur (Eds.), Descriptive Studies in Language and Language Education, 97-112. Springer.
  • Wang, X., & Park, J. (2016). Subtitles and vocabulary learning: an analysis of language education research. Educational Technology & Society, 20(3), 187-201.
  • Wang, Y., & Baker, E. (2018). The use of video in language teaching: A case study of Chinese language learners. Language Learning & Technology, 22(3), 35-50.
  • Webb, S. (2007). The effects of repeated readings on vocabulary acquisition. Applied Linguistics, 28(1), 46-65. https://doi.org/10.1093/applin/aml048
  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13-40. https://doi.org/10.3138/cmlr.53.1.13
  • Xu, X. (2017). Study on effective using of multimedia teaching system and enhancing teaching effect. International Journal of Emerging Technologies in Learning, 12(6), 187-195. https://doi.org/10.3991/ijet.v12i06.7093

The Use of Subtitled Videos in Vocabulary Teaching: A German Example

Yıl 2024, Cilt: 9 Sayı: 2, 199 - 210, 25.12.2024

Esin Karacan Yücedağ , Muhammet Koçak

https://doi.org/10.47479/ihead.1476765

Öz

Depending on the rapidly developing technology, new methods are constantly being developed, and innovative strategies are being adopted in the field of foreign language teaching. In addition to the traditional methods, the integration of multimedia technology into lessons aims to create interactive, fun, and permanent learning environments. In this way, it is ensured that students develop a holistic understanding of language and increase their communicative competence. Videos integrated into foreign language lessons are not only important materials in terms of reflecting the language, culture, customs, and traditions of the target society, but also a dynamic and effective source to facilitate vocabulary acquisition. Video materials enriched with subtitles, on the other hand, are powerful pedagogical tools that concretise how foreign language learners use target language vocabulary and expressions in different contexts. This study examines the effect of German subtitled videos on learners' vocabulary acquisition. Sixty-one students studying at Gazi University, Department of German Language Teaching participated in this study. Participants were randomly allocated to two different categories: experimental and control groups. The relevant video was shown to the experimental group with subtitles and the control group without subtitles. Then, the vocabulary groups (separable verbs) in the video were evaluated using the Vocabulary Knowledge Test (VKS), and the mean scores of the two groups were compared using the Mann-Whitney U and Wilcoxon tests. The findings showed that the students who watched the video with subtitles achieved significantly higher mean scores on the VKS tests than the students who watched the video without subtitles.

Anahtar Kelimeler

Subtitles video vocabulary

Kaynakça

  • Alavi, M., & Assi, R. (2017). The relationship between vocabulary knowledge and reading comprehension among EFL learners. Journal of Language Teaching and Research, 8(3), 515-522.
  • Bisson, M. J. (2019). The effectiveness of video and subtitles for language learning: A mixed methods study. The Canadian Modern Language Review, 75(2), 153-178.
  • Brown, L., & Garcia, M. (2023). Enhancing Language Learning Through Multimedia Integration: A Case Study of Accessible Resources. International Journal of Applied Linguistics, 30(2), 134-149.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi. https://doi.org/10.14527/9789756802748
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Akademi. https://doi.org/10.14527/9789944919289
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.
  • Chen, L., & Zhang, Q. (2021). The Effects of Subtitles on Vocabulary Acquisition and Retention in Language Learning: A Meta-Analysis. Language Teaching Research, 25(3), 301-318.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.
  • Folse, K.S. (2004). Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor, University of Michigan Press. https://doi.org/10.3998/mpub.23925
  • Garcia, C., & Martinez, R. (2017). The Role of Subtitles in Vocabulary Acquisition Among Language Learners: A Review of Literature. Modern Language Journal, 105(4), 412-428.
  • Gardner, D. (2014). Exploring Vocabulary: Language in Action. Cambridge University Press.
  • Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). Routledge. https://doi.org/10.4324/9780203932841
  • Ghory, S., & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/10.53894/ijirss.v4i3.73
  • Ghafar Samar, R., & Tahririan, M. H. (2015). The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Theory and Practice in Language Studies, 5(8), 1664-1672.
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. https://doi.org/10.1017/S0261444807004144
  • Hubbard, P. (2008). Computer-assisted language learning: Critical concepts in linguistics. Routledge.
  • Jalilifar, A. R., & Salamati, A. (2015). The effect of watching Tv series on intermediate EFL learners’ vocabulary learning: Implications for the teaching of general and specialized vocabulary. Journal of Language Teaching and Research, 6(1), 101-110.
  • King, J. (2002). Using DVD Feature Films in the EFL Classroom, The Weekly Column, 15(5), 509-523. https://doi.org/10.1076/call.15.5.509.13468
  • Klímová, B. F. (2013). Multimedia in the Teaching of Foreign Languages. Journal of Language and Cultural Education, 1(1), 113-120.
  • Kost, C. R., & Foss, P. (2002). Effects of video captions on comprehension and vocabulary. Journal of Educational Technology Systems, 30(2), 85-98.
  • Kozloff, M. A. (2003). The use of video in teacher education. Journal of Technology and Teacher Education, 11(2), 247-271.
  • Laufer, B., & Hulstijn, J. (2001). Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
  • Lee, S., & Chen, H. (2021). Authenticity in Language Learning Materials: A Comparative Analysis o Textbook-Derived and Native Speaker-Featured Resources. Modern Language Journal, 98(4),567-582.
  • Lee, S., & Kim, J. (2018). Subtitles in Educational Videos: A Tool for Improving Word Acquisition and Retention in Language Education. Journal of Applied Linguistics Research, 22(1), 56-71.
  • Liu, M., & Xie, S. (2018). Effects of video caption mode on vocabulary learning. TESOL Quarterly, 52(2), 411-422.
  • Lopez, M., & Smith, A. (2015). Subtitles in Language Learning: Effects on Vocabulary Retention and Acquisition. Journal of Language Education, 30(2), 123-138.
  • Markham, P., & Peter, L. (2013). The effects of captioning videos on academic listening and language proficiency. TESOL Quarterly, 47(3), 545-567.
  • Markham, P. (2017). The effect of watching captioned video on the incidental aquisition of content words. Language Larning & Technology, 2(1), 146-158.
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Meara, P. (2002). The Rediscovery of Vocabulary. Second Language Research, 18(4), 393–407. https://doi.org/10.1191/0267658302sr211xx
  • Meara, P. (2005). How much vocabulary is needed to use English? Replicating and refining the 2,000 word threshold. Language Learning, 55(3), 387-422.
  • Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
  • Nation, I.S.P. (2009). Teaching and Learning Vocabulary. Heinle Cengage Learning.
  • Neuman, S. B., & Koskinen, P. S. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for lanfuage minority. Reading Research Quarterly, 27(1), 95-106. https://doi.org/10.2307/747835
  • Nguyen, T., & Tran, H. (2019). The impact of subtitles on vocabulary learning in foreign language education: a comparative study. International Journal of Language Studies, 12(4), 45-60.
  • Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. https://doi.org/10.1111/1467-9922.00193
  • Richards, J. C.,& Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge.
  • Rivers, W.M. (1981). Teaching Foreign-Language Skills. The University of Chicago Press. https://doi.org/10.4324/9781315833835
  • Rodriguez, M., & Santos, A. (2020). Enhancing word memorization through subtitles in educational videos: a study on language learners. Journal of Educational Technology, 18(2), 87-102.
  • Schmitt, N. (Ed.). (2013). Handbook of vocabulary acquisition research. Routledge.
  • Schmitt, N., & Schmitt, D. (2014). Vocabulary in Language Teaching. Cambridge University Press.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
  • Sherman, J. (2003). Using authentic video in the language classroom. Ernst Klett Sprachen.
  • Smith, J., & Johnson, A. (2022). The impact of communication technology on language education: a review of recent developments. Journal of Educational Technology, 45(3), 211-225.
  • Suman, C. (2023). The effective integration of multimedia in foreign language teaching. A Peer Rewiev Research Journal of Language and Human Development, 1(1), 83-93.
  • Trochim, W. M. K., & Donnelly, J. P. (2007). The research methods knowledge base (3rd ed.). Atomic Dog Publishing.
  • Vanderplank, R. (2010). The relationship between the use of subtitles and vocabulary learning. In M. C. Penz & G. M. M. Lavaur (Eds.), Descriptive Studies in Language and Language Education, 97-112. Springer.
  • Wang, X., & Park, J. (2016). Subtitles and vocabulary learning: an analysis of language education research. Educational Technology & Society, 20(3), 187-201.
  • Wang, Y., & Baker, E. (2018). The use of video in language teaching: A case study of Chinese language learners. Language Learning & Technology, 22(3), 35-50.
  • Webb, S. (2007). The effects of repeated readings on vocabulary acquisition. Applied Linguistics, 28(1), 46-65. https://doi.org/10.1093/applin/aml048
  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13-40. https://doi.org/10.3138/cmlr.53.1.13
  • Xu, X. (2017). Study on effective using of multimedia teaching system and enhancing teaching effect. International Journal of Emerging Technologies in Learning, 12(6), 187-195. https://doi.org/10.3991/ijet.v12i06.7093
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Esin Karacan Yücedağ 0000-0003-1829-0088

Muhammet Koçak 0000-0001-6387-0765

Yayımlanma Tarihi 25 Aralık 2024
Gönderilme Tarihi 1 Mayıs 2024
Kabul Tarihi 29 Temmuz 2024
Yayımlandığı Sayı Yıl 2024Cilt: 9 Sayı: 2

Kaynak Göster

APA Karacan Yücedağ, E., & Koçak, M. (2024). Kelime Öğretiminde Alt Yazılı Videoların Kullanımı: Almanca Örneği. Ihlara Eğitim Araştırmaları Dergisi, 9(2), 199-210. https://doi.org/10.47479/ihead.1476765
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IHEAD'ın son sayısının (Cilt 9-Sayı 2) yayımlandığını bildirmekten mutluluk duymaktayız. Sayının yayımlanmasında emeği geçen editör kurulu üyelerine, hakemlere ve yazarlara değerli katkılarından dolayı özel teşekkürlerimizi sunarız. Ayrıca, IHEAD'ın gelecek sayısını (Cilt 10-Sayı 1) Haziran 2025 itibariyle yayımlamayı planlamaktayız. Ocak 2024 itibariyle dergimize Türkçe makalelerin yanı sıra İngilizce makaleler de kabul etmekteyiz. Eğitimle ile ilgili makalelerinizi değerlendirmekten büyük bir memnuniyet duyacağımızı bildirir katkılarınız için şimdiden teşekkür ederiz.
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