Using multimedia is more and more utile in learning and it has been applied as instruction stuffs for linguistic communication instructor. Audiovisual method helps linguistic communication scholars non merely understand what they hear but besides better their vocabulary, pronunciation. To promote the development pupils ‘ listening comprehension, audiovisual stuffs with captions were supposed a powerful pedagogical tool which can assist better the vocabulary acquisition of second-language scholars by Fazilatfar, Ghorbani & A ; L. Samavarchi ( 2011 ) . The chief intent this paper investigates learning method of utilizing audiovisual stuff as sketch pictures with captions and this paper is a study to acquire consequences of the consequence of utilizing sketch pictures with Vietnamese captions to develop English hearing accomplishment of first old ages pupils at Quang Trung proficient college in Vietnam, who are 50 pupils of low-level of English.
Introduction
In recent old ages, the assortment of educational engineering offers linguistic communication instructors more chances when they select stuffs as multimedia or electronic to learn pupils the mark linguistic communication in the schoolroom ( Shiao-Ling Tsai, 2011 ) . Cartoon picture with captions are sort of utile and of import audiovisual stuffs in teaching/ larning the 2nd linguistic communication. Besides, sketchs have supposed a potentially valuable part in learning by Van Wyk ( 2011 ) and they have visually impacted all pupils instantly without favoritism of age or background, are able to react in some manner to the educational point being made. Indeed, Cartoon videos with captions are sort of utile and of import audiovisual stuffs in teaching/ larning the 2nd linguistic communication.
Using educational sketch pictures with captions can pull pupils ‘ attending, so develop the pupils ‘ motive on listening accomplishment and consequence of vocabulary acquisition on listening accomplishment. The intent of listening comprehension, the pupil must understand what good listening comprehension entails and understand significance of the duologue, so vocabulary acquisition was frequently consider to be of paramount importance ( Taiwei Wu, 2008 ) . To understand the importance of subtitle towards vocabulary acquisition and better hearing accomplishment through watching sketch videos/ audiovisual stuffs, many instructors help pupils how to acquire that. In a research of a group of writers as Abdolmajid Hayati and Firooz Mohmedi ( 2011 ) expressed that acquisition of assorted types of linguistic communication belongingss may be acquired by watching subtitled telecasting plans, which may utilize to be betterment in the ability to spot separate words in the flow of spoken linguistic communication, word pronunciation, and proficiency in building right sentences. However, in the other line this group of researches has besides supposed more and more English a foreign linguistic communication ( EFL ) instructor have begun to utilize films in their categories at different degrees. But the instructors of English Were sometimes in a quandary whether they should demo a i¬?lm with or without captions and in what linguistic communication and, above all, which manner will benei¬?t their pupils most in relation to listening comprehension. This means that the vocabulary dramas function as linguistic communication captions are really of import in development of listening accomplishment.
Many research workers have of all time carried out on audiovisual materials/ sketch pictures with captions on listening comprehension/ listening accomplishment of linguistic communication scholars and many of import happening have figured out. However, with the latest researches that can associate much with this research paper, and they were found strong points to inherit and weak points to analyze for the best cognition of this paper for contexts of linguistic communication pupils in Vietnam. Besides, the research worker of this paper takes up the issues and behaviors study in order to find the function of Vietnamese captions in linguistic communication acquisition and learning for low-level of first pupils at Quang Trung proficient college. In other words, the purpose of survey would wish to happen out what of method is likely to be more effectual in developing English hearing accomplishment for low-level pupils. With relevant articles, which research worker of this paper found out to reply the undermentioned sub-research inquiries?
What are the effects of sketch pictures with Vietnamese captions on vocabulary acquisition?
How can the linguistic communication instructors use sketch pictures with captions effectually in learning English listening comprehension?
LITERATURE REVIEW
Many research workers have of all time studied about many facets of audiovisual stuff on listening comprehension/ hearing accomplishment. However, among these, the research worker of this paper happen out some researches that relevant to the consequence of subtitling on vocabulary acquisition and the support of caption on listening accomplishment through watching sketch pictures.
The captions consequence on vocabulary acquisition.
In the research of Shiao-Ling Tsai ( 2011 ) , He recruited participants as 65 kids of Chinese 5th graders from 2 categories at simple school in Tai Chung. All of them have learned English for two old ages at least and have been taught by the same English instructor at school during research. The participants were divided into 2 groups with one English-subtitle watching the English sketch pictures with English caption and one non-subtitle watching the English sketch pictures without English captions for 20 proceedingss each lesson. After three-month class ended up, the post-test was conducted to prove the pupils ‘ English listening comprehension with following interview consequences: ” While sing the picture, 50 % of pupils of the English-subtitle group and 90 % of the pupils of the non-subtitle group worried that they may non understand what the characters said. 80 % of the pupils of English-subtitle group and 90 % the pupils of the non-subtitle group said they paid attending when they viewed the picture. 70 % of the pupils of the English-subtitle group and besides 70 % of the pupils of the non-subtitle group thought that they may non understand the content of the picture without Chinese caption. 70 % of pupils of the English-subtitle group and 100 % of the pupils of non-subtitle group responded they guessed the significances when they did non understand what the characters said ” . Besides, Shiao-Ling Tsai remarked that most of the English-subtitle group pupils were excited while they watched the picture and larning attitude seemed better than that of the non-subtitle group.
In drumhead, from the research of Shiao-Ling Tsai, there was the consequence of vocabulary acquisition in watching sketch pictures through utilizing captions or non captions. Understanding the content of sketch pictures or non which is criticized by sketch pictures with captions. Those average that vocabulary acquisition to be provided through sketch pictures.
In add-on, one more grounds which persuaded that the captions effected on vocabulary acquisition. In the research of Fazilatfar, Ghorbani and Samivarchi ( 2010 ) , ” The consequence of criterion and reversed subtitling versus no subtitling manner on L2 vocabulary acquisition ” , the research workers of this survey authorship had found vocabulary tonss of participants who watched the film in subtitling status were higher than without captions. The research workers of this survey carried out analyzing with 100 Persian EFL scholars, who had studied English as a mandatory class during their junior high school and high school. Furthermore, they were enrolled at a private English centre called Oxford institute soon and besides had finish the Intro degree of Interchange Third Edition series and had started the Interchange 1 degree. Then, the5-minute-long episode of an alive sketch was selected for the experiment with following three groups: “ Group A ( non-subtitling ) included those participants who watched the film with original sound path and without the captions, Group B ( standard subtitling ) watched the film in a foreign linguistic communication ( English ) in sound path and native linguistic communication ( Iranian ) in captions, and Group C ( reversed subtitling ) watched the film with foreign linguistic communication ( English ) in captions and native linguistic communication ( Iranian ) in sound path ” . After watching, the trial consequences of the trials administered were analyzed by three signifier trials viz. 1.form acknowledgment, 2.meaning interlingual rendition, and 3.multiple-choice. With the signifier acknowledgment trial, “ tonss in the reversed subtitled ( C ) status were higher than in the criterion subtitled status ( B ) , and tonss those in the criterion subtitled status ( B ) were comparatively higher than in the non-subtitled status ( A ) ” ; with intending interlingual rendition trial, the consequences were suggested that “ the participants in the reversed subtitled status ( C ) outperformed those in the criterion subtitled status ( B ) , and the participants in the criterion subtitled status ( B ) outperformed those in the non-subtitled status ( A ) ” . Finally, with multiple-choice trial indicated that: “ lexical additions in the reversed subtitled status ( C ) were higher than those in the criterion subtitled status ( B ) , and lexical additions in the criterion subtitled status ( B ) were higher than those in the non-subtitled status ( A ) ”
One survey by Abdolmajid and Firooz ( 2011 ) focused on 90 pupils with the mean age 22, who were chosen from a group of 200 juniors and seniors majoring in Teaching English as a Foreign Language on the footing of their tonss on the English linguistic communication proi¬?ciency trial at Islamic Azad University of Masjed Soleyman in south West of Iran. They were divided into three groups indiscriminately to watch movie with English Subtitle Group ( ESG ) , Iranian Subtitle Group ( PSG ) and Without Subtitle Group ( WSG ) . After 6 hebdomads research workers of this authorship conducted experimental research, consequences hade collected from a multiple-choice comprehension trial in each subdivision of twenty-four hours, which was administered in order to measure their hearing comprehension and supply evidences for comparing. Besides, consequences had been besides collected by the concluding trial of point of views about the consequence of subtitled and/or non-subtitled i¬?lms. By mark consequences, research workers of this authorship supposed that pupils had learned non merely vocabulary through the English picture with English captions but besides acquiring more benefit through English pictures subtitled in Persian.
On the whole, the research workers were found above, which refer for this composing the sketchs videos with captions consequence on vocabulary acquisition. The research documents forwarded pictures with captions or without captions, and captions in the first linguistic communication ( L1 ) or the 2nd linguistic communication ( English-L2 ) . The research worker of these Hagiographas recognized that the effects of picture with captions are non merely on listening comprehension but besides on vocabulary acquisition by their captions. Such as in the research “ The effects of sing captions of English sketch pictures on Chinese 5th graders ‘ English hearing comprehension ” was written by Shiao-Ling Tsai ( 2011 ) , Chinese captions in English sketch picture besides aid pupils in listening comprehension and reminiscence vocabulary. Besides, English videos with Iranian captions ( Fazilatfar, Ghorbani and Samivarchi, 2010 ) aid pupils to understand intending vocabulary and better listening comprehension better, this is consistent with the consideration by Abdolmajid and Firooz ( 2011 ) . From these sensible considerations, the research worker of this paper Judgess that cartoon pictures with Vietnamese captions consequence on vocabulary positively with pupils of low-level English in Vietnam.
Cartoon pictures with captions are used effectually in learning English listening comprehension.
The usage of sketch pictures with captions suitably with context/ circumstance and object of scholars is much benefit in learning listening comprehension. Language instructors are suggested to see the benefit of utilizing captions when learning listening accomplishments through picture screening ( Jing-mei Chung, 1999 ) , which could non merely do comprehension of reliable picture less hard and promote witting linguistic communication acquisition but besides increase pupils ‘ involvement in keeping or increasing their cognition of the mark linguistic communication by advancing new vocabulary in a appropriate context. Furthermore, the picture programmes with English captions would actuate pupils to better their hearing comprehension more than other programmes but watching a movie with L1 captions, which made them understand the movie better was claimed to be suited for novices because of the limited rang of vocabulary points Abdolmajid Hayati and Firooz Mohmedi ( 2011 ) .
The suitableness of context with object of scholars as kids was through research of Shiao-Ling Tsai ( 2011 ) . In this survey, Taiwanese fifth graders were chosen to research about the effects of sing captions of English sketch pictures on listening comprehension. And the sort of English sketch pictures were non merely suited and interesting picture for kids as “ The Ant Bully ” , “ The Wild ” , “ Valiant ” , “ The Incredibles ” , and “ Flushed ” but besides educational ethical motives of contents. Subtitles and vocabulary were simple because of suited sketch pictures manners that made linguistic communication scholars, as kids seem to be motivate and interesting in watching. However, the consequences had acquired on listening comprehension through watching sketch pictures with captions and without that was difference. On the contrary, Paul Markham ( 1999 ) , he chose participants who were advanced, uni- versity-level ESL pupils participated in the survey. They were intensive English linguistic communication pupils who represented 15 different first linguistic communication backgrounds. With 2 two extracts from educational telecasting plans as “ giants ” and “ civil rights ” , but both of them were about of equal trouble and the syntactic complexness of the captions. Therefore, to utilize of sketch pictures in suited object of scholars and context on listening comprehension, this is of import for learning linguistic communication.
In add-on, In a survey of Jing-mei Chung ( 1999 ) , the research was carried out to analyze on 183, 17 to 19 year-old, 4th twelvemonth non-English major pupils of engineering school, in Taiwan. With the circumstance, these pupils were chosen in the random circumstance and in low-intermediate of English proficiency. Besides, the preparation of their English hearing was neglected in long clip, and the pupils ‘ environment is surrounded by female parent lingua. The two episodes were chosen to see which was one of school stuff picture caption, “ Family Album, U.S.A. : Book I, ” is Basic English and betterment of scholars. Jing-mei Chung collected the consequences from “ multiple-choice trial ” and “ open-ended attitude questionnaire ” and considered that most pupils mentioned video captions in the mark linguistic communication and in their female parent linguistic communication. And he besides judged caption in mark linguistic communication doing propitious status for pupils ‘ listening comprehension. However, utilizing video captions in the circumstance of crowded pupils and irregular English hearing are non really efficaciously.
The method of Researches and research findings
The latest research worker used many ways in their research methods in order to happen out the best findings in learning Language listening comprehension through pictures with caption/subtitles or sketch pictures with captions. The first, in the survey about the consequence of using two techniques to video screening of Jing Japanese apricot Chung ( 1999 ) who used “ Multiple-choice trial ” and study “ Open-ended attitude questionnaire ” in his research worker to analyse so that he brought out findings of utilizing progress organisers and captions. And these findings were suggest to make profit more than utilizing one technique merely in learning listening comprehension for pupils. The 2nd, by analysis of consequences with quantitative and interview method through the research “ The effects of captioning pictures used for foreign linguistic communication listening activity ” of Paula, Susan, & A ; Tetyana ( 2010 ) , which they researched on 150 foreign linguistic communication scholars from a big Midwestern university in the USA with 2 times of watching pictures ( with no captioning and with captioning ) . The determination, which they found out to be listening twice to a picture, could cut down hearers ‘ anxiousness, activate selective and planetary hearing schemes, and promote automaticity in processing of listening. The 3rd, Abdolmajid Hayati and Firooz Mohmedi ( 2011 ) used “ Multiple-choice trials ” merely to measure the consequences through a pilot survey with 90 Persian pupils who were at mean age 22, analyzing Islamic Azad University of Masjed Soleyman. Based on consequences of mark of 3 groups ( English Subtitle Group, Persian Subtitle Group, Without Subtitle Group ) after watching a docudrama movie, which help them to happen out the determination for research rubric: “ The consequence of i¬?lms with and without captions on listening comprehension of EFL scholars ” . The consequences demonstrated that pupils ‘ listening comprehension would better through picture programmes with English captions more than the other programmes. But because of pupils ‘ limited scope of vocabulary points, watching a movie with the female parent lingua linguistic communication was supposed to be suited for get downing scholars.
To sum up, in order that the English scholars develop listening comprehension for linguistic communication scholars in Vietnam better, assorted schemes of learning and larning through subtitled stuffs need to be chosen suitably, such as English sketch pictures with Vietnamese captions will make scholars more easy understanding of content than without captions. Furthermore, watching L1 subtitling videos/ L1 subtitling sketch picture may assist pupil get vocabulary or better English words easy, this is suited with English scholars in Vietnam, specially, for simple English degree of scholars.
Restriction of the latest researches and rightness for the context of linguistic communication scholars in Vietnam
The intent of this research paper is happening out the effects of audiovisual stuffs such as sketch pictures with captions on development of listening comprehension for the 2nd linguistic communication scholars ( English linguistic communication scholars ) , and restriction of research contexts or research stuffs and research of relevant researches that suggest whether they will be appropriate application with this paper or non. In one survey of the usage sketchs with captions so that learning vocabulary ( Fazilatfar, Ghorbani and Samivarchi, 2010 ) , which research workers made a pilot survey of watching sketch pictures in three conditions: without captions, English dialogues with Iranian captions and Parisian duologues with English captions. These research workers merely paid attending to vocabulary acquisition through subtitling-video, without reference listening comprehension, though accomplishment of listening comprehension. Additionally, larning through sketch pictures with caption to develop one field of English for specific such as English listening comprehension of economic sciences of Van Wyk ( 2011 ) , he merely mentioned that how the picture with captions helped major pupils of economic system had the best manner of comprehension about the context of state ‘s economic system. Possibly this method should utilize for learning specific English. Besides, utilizing educational sketch pictures with captions about animate beings in development of listening comprehension ( Shiao-Ling Tsai, 2011 ; Paula, Susan, & A ; Tetyana ( 2010 ) , vocabulary acquisition and their contents were limited for one capable affair as animate beings, therefore listening comprehension did non uphold to other capable affair, such as communicate English.
Fortunes of linguistic communication pupils of Quang Trung proficient college are low-level of communicate English. English is non supposed of import in pupils ‘ thought in their hereafter, so they do non hold much motive to analyze but that is non wise consciousness because English is an international linguistic communication that becomes indispensableness for everyone. Furthermore, their English, which they were taught in secondary schools and high schools before was Basic English with authorship and reading comprehension better than listening and talking comprehension. So their listening comprehension is rated decrepit. With the intent of development listening comprehension, the research of this paper would wish to utilize English sketch pictures with Vietnamese captions to assist them analyze better. Therefore, the research methods are relevant above, which may assist the author of this paper in mentions of appropriate findings for composing paper of methodological analysis.
Decision
In decision, many research workers studied about the effects of picture with captions on listening comprehension of 2nd linguistic communication scholars and they have besides come up of import findings that help learning methods of linguistic communication instructors better in the era, which English is international linguistic communication. By the mention of relevant researches, the research worker of this paper summarized some of findings of the latest research workers in order to near those findings in conveying into drama of research method. However, for object pupils study communicate English, who are at the age of 16 to 22 year-old, selecting of sort of appropriate sketch pictures with Vietnamese captions and clip length of sing so that conductivity is good for findings in methodological analysis of this research paper.
