| Titre : |
The Effectiveness of authentic videos with bimodal |
| Type de document : |
texte imprimé |
| Auteurs : |
Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
72 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 |
The Effectiveness of authentic videos with bimodal [texte imprimé] / Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 72 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 |
|
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