Content uploaded by Rasool Moradi-Joz
Author content
All content in this area was uploaded by Rasool Moradi-Joz on Sep 26, 2019
Content may be subject to copyright.
Journal of Research in Teaching
Vol 6, No 3, Autumn 2018
––
The Effect of English Vocabulary
Teaching with Pedagogical Cartoons
Supplemented by Interlingual
Interpretation on the Learning Amount of
Iranian Language Learners
R. Moradjoz1*, S. Ketabi2
& M. Tavakoli3
1.PhD in Translation English language
2.Associate professor of English language teaching at
Isfahan University, Isfahan. Iran
3. Professor of English language teaching at Isfahan
University, Isfahan. Iran
Gogo
Gogo
Gogo
Krashen, 1981Gogo
Abstract
The present study was aimed at examining
the effect of English vocabulary teaching
with the pedagogical cartoon 'Gogo',
supplemented by teacher-learners'
interlingual interpretation and interactional
illustrations, on the learning amount of
Dilmaj Language House learners. The
population involved all language learners of
the institute (138), among whom 40 students
were selected as the sample with simple
random sampling and assigned to two
classes (control and experimental groups) to
be examined. First, a pre-test was
administered to both control and
experimental groups and then the
experimental group received vocabulary
teaching with the pedagogical cartoon
'Gogo', supplemented by teacher-learners'
interlingual interpretation and interactional
illustrations, for one semester (14 sessions);
and the control group received the same
cartoon without teacher-learners'
interlingual interpretation and interactional
illustrations. In the end of the term, post-test
was administered to both groups. The results
showed that the use of standard pedagogical
cartoons such as 'Gogo', supplemented by
teacher-learners' interlingual interpretation
and interactional illustrations, could provide
more comprehensible input, in turn bringing
about better language acquisition.
Key Words: interlingual interpretation,
Krashen's input hypothesis, comprehensible
input, 'Gogo' pedagogical cartoon.
Received Date 2018/04/09 Accepted Date:2018/09/07
moradijoz@gmail.comEmail:
Nation, 1990Schmidt,
2001
Sun & Dong, 2004 Day & Hiramatsu,
1991
Krashen, 1981
Cook,
2009a
Ellis, 2008
Gogo
Gogo
Baltova, 1999; Danan,
1992, 2004) Markham, 1993; Garza, 1991; Neuman & Koskinen, 1992;
Syndorenko, 2010; Perez et al., 2013, Perez et al. 2018.
.
Doring, 2002
Doring, 2002
Clark, 2000
Second Language Acquisition
Gogo's Adventures with English
Rule & Auge, 2005
Syndorenko, 2010
Mohammadi Hassanabadi & Heidari, 2014
Krashen, 1981
Cook, 2009a
Cook, 2009a
Lorax
Duff, 1989Deller, S. and Mario, 2002
Howatt & Widdowson,
2004Duff, 1989Stern, 19922000, 2001, 2007, 2009
Butzkamm, 2001
Cook, 2009b
Gogo
Gogo
-
Gogo
.
SPSS
t
t
.
.
t
t t
Gogo
t
t
a
Gogo
Gogo
t
Gogo
t
Gogo
t
a
Gogo
Gogo
Gogo
Gogo
Gogo
Gogo
0
5
10
15
20
Krashen, 1981
Cook, 2009
Reference:
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use
of authentic bimodal video in core French. The Canadian Modern Language Review,
56(1), pp. 32-48.
Butzkamm, W. (2001). Learning the Language of Loved Ones: On the Generative
Principle and the Technique of Mirroring. English Language Teaching Journal
55(2), pp. 149–54.
Clark, C. (2000). Innovative strategy: Concept cartoons. Instructional and learning
strategies, 12, pp. 34-45.
Cook, G. (2000), Language Play, Language Learning, Oxford, Oxford University Press.
Cook, G. (2001). The philosopher pulled the lower jaw of the hen: Ludicrous invented
sentences in language teaching. Applied Linguistics, 22(3): pp. 366–87.
Cook, G. (2007). A Thing of the Future: Translation in Language Learning. International
Journal of Applied Linguistics, 17(3), pp. 396-401.
Cook, G. (2oo9a). Translation in English Language Teaching. Oxford, Oxford University
Press.
Cook, G. (2oo9b). Foreign language teaching. Routledge encyclopedia of translation
studies, M. Baker (ed.), London, Routledge, pp. 112-115.
Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign
language instruction. Language Learning, 42(4), 497-527.
Danan, M. (2004). Captioning and subtitling: undervalued language learning strategies.
Meta: Translators' Journal, 49(1), pp. 67-77.
Day, R.R., Omura, C. and Hiramatsu, M. (1991). Incidental EFL vocabulary learning and
reading. Reading in a Foreign Language, 7(2), pp. 541-551.
Deller, S. and Mario R. (2002). Using the Mother Tongue. London/ Addleston, English
Teaching Professional/ Delta Publishers.
Doring, A. (2002). The use of cartoons as a teaching and learning strategy with adult
learners. New Zealand Journal of adult learning, 30, pp. 56-62.
Duff, A. (1989). Translation. Oxford, Oxford University Press.
Ellis, R. (2008). The study of second language acquisition (2nd ed). Oxford, Oxford
University Press.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign
language learning. Foreign Language Annals, 24(3), pp. 239-258.
Howatt, A. P. R. and Widdowson H. G. (2004). A History of English Language Teaching
(2nd ed.). Oxford, Oxford University Press.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford,
Pergamon Press.
Markham, P. L. (1993). Captioned television videotapes: Effects of visual support on
second language comprehension. Journal of Educational Technology Systems,
21(3), pp. 183-91.
Mohammadi Hassanabadi, F. and Heidari, M. (2014). The effect of intersemiotic
translation on vocabulary learning. Procedia - Social and Behavioral Sciences,
98, pp. 1165 – 1173.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston, Heinle & Heinle.
Neuman, S. B. and Koskinen, P. (1992). Captioned television as comprehensible input:
Effects of incidental wordlearning from context for language minority students.
Reading Research Quarterly, 27, pp. 94-106.
Perez, M. M., van Noortgate, W., and Desmet, D. P. (2013). Captioned video for L2
listening and vocabulary learning: A meta-analysis. System 41 (3), pp. 720-739.
Perez, M. M. Elke, P., and Desmet, P. (2018). Vocabulary learning through viewing video:
the effect of two enhancement techniques. Computer Assisted Language
Learning, 31 (1), pp. 1–26.
Rule, A. C., & Auge, J. (2005). Using humorous cartoons to teach mineral and rock
concepts insixth grade science class. Journal of geosciences education 53 (3), pp.
548-558.
Schmidt, R. (2001). Attention. P. Robinson (ed.), Cognition and Second Language
Đnstruction. Cambridge, Cambridge University Press, pp. 332-341.
Stern, Hans H. (1992). Issues and Options in Language Teaching. Edited by P. Allen and
B. Harley, Oxford, Oxford University Press.
Sun, Y. and Dong, Q. (2004). An experiment on supporting children’s English vocabulary
learning in multimedia context. Computer Assisted Language Learning, 17(2),
pp. 131- 47.
Syndorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning
& Technology, 14(2), pp. 50-73.