Vocabulary improvement occurred incidentally regardless of subtitles, attributed to target words being contextualized in the cartoons¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors interpret the gains as incidental learning caused by incorporation of target words into the cartoons functioning as context, not by subtitling. → Ali Karakaş and Arif Sariçoban 2011
Evidence¶
Ali Karakaş and Arif Sariçoban 2011¶
Ali Karakaş and Arif Sariçoban. (2011). The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students. Teaching English with Technology, 12(4), 3-15. https://eric.ed.gov/?id=EJ1144953
q1 · i? · causal · r2
Authors' interpretation of their own experimental findings, not a separately tested result: the cartoons "functioned as a context, obviously a fundamental notion within the process of incidental vocabulary learning". Participants were not told the study purpose and could not use dictionaries.
"cartoons that functioned as a context, obviously a fundamental notion within the process of incidental vocabulary learning (DeRidder, 1999)"
Discussion¶
Related Claims¶
- Both subtitle and no-subtitle groups improved significantly on the VKS from pre-test to post-test after watching cartoons — a narrower finding that bears on this claim
- Watching cartoons with English subtitles produces no statistically significant vocabulary-gain advantage over watching without subtitles among upper-intermediate ELT students — related
- Repeated encounters with novel words in the cartoons familiarized learners with words they had reported never seeing at pre-test — related
- Incidental vocabulary exposure produces reliable learning, but learners pick up only a small share of the unknown words they meet — a broader claim this one bears on
- L2 learners pick up vocabulary incidentally from meaning-focused input, with reading the most-studied mode and listening yielding similar proportions of words learned — a broader claim this one bears on
- Reading a single authentic novel yields incidental vocabulary gains, with more gains for words occurring more than five times — related
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