J Eng Teach Movie Media > Volume 18(4); 2017 > Article
Journal of English Teaching through Movies and Media 2017;18(4):37-56.
DOI: https://doi.org/10.16875/stem.2017.18.4.37    Published online November 30, 2017.
The Effects of Subtitled Movies on Learners’ Affective Domain and Productive Vocabulary Knowledge
Eun-Hye Lee, Mae-Ran Park
This article investigated the effects of subtitled movies on learners’ affective domain and productive vocabulary knowledge. 44 university students participated in the study. Before watching the movie, they participated in a questionnaire for background information and a productive vocabulary level test with 18 items. According to their level (K1000-2000: the first and second most frequent thousand words of English), 35 target words were chosen and the pre and post-tests were given. For the productive vocabulary test, the spelling test and the word association test were used. The movie The Intern was chosen and provided in English subtitle. In terms of affective domain, the questions were about the participants’ interest, motivation, confidence, and expectation of improving their English ability and of acquiring cultural knowledge. The result shows that only expectation of acquiring cultural knowledge is statistically significant (p=.019). In the spelling test, the mean score from the pre-test was relatively/quite high, and in the post-test, a slight improvement was shown. In the word association test, the participants made considerable progress from 11.07 to 20.93. When the correlation among three factors was analyzed, a significant relationship was indicated between affective domain and the word association test. Insights from the findings were discussed.
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