Dublin Core
Title
Preservice Teachers’ Reflectivity on Pre- Learning Vocabulary in A Second Language Television Program
Abstract
Television may be a useful L2 resource particularly in an English as a foreign language (EFL) context because it provides authentic L2 input in an environment with limited L2 input. Research has shown that L2 learners can incidentally learn L2 vocabulary through watching television and those who watch more L2 television are likely to have higher incidental vocabulary learning gains than those who watch it less. One suggested method of improving comprehension of television is to pre-learn unknown topic related words that are found in the program to be viewed. Since there is limited research investigating pedagogical implications of relationship between vocabulary knowledge and television, we have decided to examine the proposed method of improving comprehension observing the principles of Exploratory Practice in a microteaching setting at the Mostar University, Bosnia and Herzegovina. Students are asked to reflect on their experience teaching and being taught a lesson based on an American comedy episode with or without pre-learning the 10 most frequently occurring low-frequency vocabulary units (determined with the RANGE software using the transcript of the episode). Reflections suggested the advantage of pre-learning episode related vocabulary, although some students who pre-learned vocabulary found it challenging to understand the episode without additional background knowledge. The findings of this study suggest that pre-learning unknown topic-related words should include cultural background information to improve vocabulary incidental learning when watching television. Pre-learning in television programs may help learner’s comprehension of authentic L2 aural input and give them the confidence to use television for language learning outside of the classroom as well as within it.
Keywords
Conference or Workshop Item
PeerReviewed
PeerReviewed
Date
2012-05
Extent
871