B y E l i s H o m s i n i M a o l i d a

E - k i d s C e n d e k i a B a n d u n g I n d o n e s i a

A Descriptive Study Of Teacherrsquos Oral Feedback In An ESL

Young Learner Classroom In Indonesia

ABSTRACT

This study reports the teachers oral positive and corrective feedback in

a classroom interaction in ESL young learner context in Indonesia The

study was conducted in a primary one class of a newly-established

international school where English was used as the medium of

instruction not only in English class but also in almost all subjects It was

revealed that the teacher employed more positive feedback than

corrective feedback in the interaction and in employing positive

feedback the teacher preferred to utilize non-verbal cues

(paralinguistic strategy) and praise markers However there was a

potential ambiguity in employing praise markers In employing

negativecorrective feedback the teacher tended to use explicit

feedback rather than implicit feedback Besides the above corrective

feedback was used to expand conversation scaffold learning and

negotiate meaning and form

RESEARCH DESIGN

DescriptiveIt involves a collection of techniques

to specify or describe naturally

occurring phenomena without

experimental manipulation And

this study was carried out with

video-audio recordings and field

notes without experiencingsomething

Type of DescriptiveResearchInteractional ResearchThis research documents the

interactional features of

classroom discourse And in

this article the data were

collected from of video-

audio recording of teacher-

students interaction and field

notes

Type of knowledge PrioriThis was categorized in the priori

knowledge because the research

was based on observation Itrsquos was

by doing a systematic research

observation

Purpose

bull This study was conducted to observe and focus on positive

and corrective of feedback used in the classroom interaction

The term positive feedback used in this study refers to broader

definition of oral positive feedback which combines some

definitions from previous researchers(Reigel 2005) By

adapting three components of positive feedback from Reigel(2005) this study categorizes positive feedback strategies into

three elements (p32) Corrective feedback used in this study

refers to the feedback that learners receive on the linguistic

errors they make in their oral speaking

Research questionsbull Two different types of

feedback the positive and

corrective used in the

classroom interaction

bull The teacher employs more

positive feedback than

corrective feedback in the

interaction

PARTICIPANTS (case study) An English Teacher

with his twenty-two students

ESL classroom in Indonesia

Materialsbull A classroom observation scheme

designed to record teacher-students interaction

bull Recordings

bull Field notes

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

ABSTRACT

This study reports the teachers oral positive and corrective feedback in

a classroom interaction in ESL young learner context in Indonesia The

study was conducted in a primary one class of a newly-established

international school where English was used as the medium of

instruction not only in English class but also in almost all subjects It was

revealed that the teacher employed more positive feedback than

corrective feedback in the interaction and in employing positive

feedback the teacher preferred to utilize non-verbal cues

(paralinguistic strategy) and praise markers However there was a

potential ambiguity in employing praise markers In employing

negativecorrective feedback the teacher tended to use explicit

feedback rather than implicit feedback Besides the above corrective

feedback was used to expand conversation scaffold learning and

negotiate meaning and form

RESEARCH DESIGN

DescriptiveIt involves a collection of techniques

to specify or describe naturally

occurring phenomena without

experimental manipulation And

this study was carried out with

video-audio recordings and field

notes without experiencingsomething

Type of DescriptiveResearchInteractional ResearchThis research documents the

interactional features of

classroom discourse And in

this article the data were

collected from of video-

audio recording of teacher-

students interaction and field

notes

Type of knowledge PrioriThis was categorized in the priori

knowledge because the research

was based on observation Itrsquos was

by doing a systematic research

observation

Purpose

bull This study was conducted to observe and focus on positive

and corrective of feedback used in the classroom interaction

The term positive feedback used in this study refers to broader

definition of oral positive feedback which combines some

definitions from previous researchers(Reigel 2005) By

adapting three components of positive feedback from Reigel(2005) this study categorizes positive feedback strategies into

three elements (p32) Corrective feedback used in this study

refers to the feedback that learners receive on the linguistic

errors they make in their oral speaking

Research questionsbull Two different types of

feedback the positive and

corrective used in the

classroom interaction

bull The teacher employs more

positive feedback than

corrective feedback in the

interaction

PARTICIPANTS (case study) An English Teacher

with his twenty-two students

ESL classroom in Indonesia

Materialsbull A classroom observation scheme

designed to record teacher-students interaction

bull Recordings

bull Field notes

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

RESEARCH DESIGN

DescriptiveIt involves a collection of techniques

to specify or describe naturally

occurring phenomena without

experimental manipulation And

this study was carried out with

video-audio recordings and field

notes without experiencingsomething

Type of DescriptiveResearchInteractional ResearchThis research documents the

interactional features of

classroom discourse And in

this article the data were

collected from of video-

audio recording of teacher-

students interaction and field

notes

Type of knowledge PrioriThis was categorized in the priori

knowledge because the research

was based on observation Itrsquos was

by doing a systematic research

observation

Purpose

bull This study was conducted to observe and focus on positive

and corrective of feedback used in the classroom interaction

The term positive feedback used in this study refers to broader

definition of oral positive feedback which combines some

definitions from previous researchers(Reigel 2005) By

adapting three components of positive feedback from Reigel(2005) this study categorizes positive feedback strategies into

three elements (p32) Corrective feedback used in this study

refers to the feedback that learners receive on the linguistic

errors they make in their oral speaking

Research questionsbull Two different types of

feedback the positive and

corrective used in the

classroom interaction

bull The teacher employs more

positive feedback than

corrective feedback in the

interaction

PARTICIPANTS (case study) An English Teacher

with his twenty-two students

ESL classroom in Indonesia

Materialsbull A classroom observation scheme

designed to record teacher-students interaction

bull Recordings

bull Field notes

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

Purpose

bull This study was conducted to observe and focus on positive

and corrective of feedback used in the classroom interaction

The term positive feedback used in this study refers to broader

definition of oral positive feedback which combines some

definitions from previous researchers(Reigel 2005) By

adapting three components of positive feedback from Reigel(2005) this study categorizes positive feedback strategies into

three elements (p32) Corrective feedback used in this study

refers to the feedback that learners receive on the linguistic

errors they make in their oral speaking

Research questionsbull Two different types of

feedback the positive and

corrective used in the

classroom interaction

bull The teacher employs more

positive feedback than

corrective feedback in the

interaction

PARTICIPANTS (case study) An English Teacher

with his twenty-two students

ESL classroom in Indonesia

Materialsbull A classroom observation scheme

designed to record teacher-students interaction

bull Recordings

bull Field notes

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

Research questionsbull Two different types of

feedback the positive and

corrective used in the

classroom interaction

bull The teacher employs more

positive feedback than

corrective feedback in the

interaction

PARTICIPANTS (case study) An English Teacher

with his twenty-two students

ESL classroom in Indonesia

Materialsbull A classroom observation scheme

designed to record teacher-students interaction

bull Recordings

bull Field notes

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

Data collection

bull The data were collected from 180 minutes of video-audio recording of teacher-students interaction and by observing (field notes) The video-audio recording was transcribed for detail analysis Together with the result of field notes the data were analyzed and interpreted

Data Analysis

The analysis showed that positive

feedback outnumbered

corrective feedback Of the forty-

nine (100) feedbacks given by

the teacher 34 (694)

feedbacks were positive and 15

(306) feedbacks were

corrective Below is the

distribution of feedback

Observation in the class showed

that the young learners enjoyed

the interaction in class It could

be seen from the fact that the

students participated in question

and answer interactively Every

time the teacher gave a

question almost all students

raised their hands competing

with each other

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

Therefore the teacher chose

which student to answer first

then distributed the

participation The classroom

was also alive with concluded

that the positive circumstance

of interaction was the result

from the positive feedbacks

employed by the teacher

However the positive

feedback utilized by the

teacher in the interaction might

contribute to the positive

learning environment that

motivate and encourage

students to participate in the

interaction(Prabhu 1992

Reigel 2005 Tatawy 2002)

Why do you think each researcher chose that

particular research desingand not other

bull I strongly believe that the author

Elis Homsini chose the

descriptive research because it

was the more suitable for his

research since that design

involves a collection of

techniques to describe a

phenomena without

experimental manipulation And

the author needed to describe

a phenomena In this case the

positive and corrective

feedback used in the classroom

interaction In a nutshell he

carried out his research by

observing under study Without

any kind of experimentation So

it couldnrsquot be another design

since this one is the more

appropriate for this research

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

REFERENCES

bull Homsini E (2013) A Descriptive Study of Teacherrsquos Oral

Feedback in an ESL Young Learner Classroom Indonesia A

biannual publication on the study of language and literature

Vol 15 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview18916

B y N a n i I n d r a j a n i T i o n o y A r l e n e

M a r i a Y o s t a n t o

A Study Of English Phonological Errors Produced By

English Department Students

English Department Faculty of Letters Petra Christian UniversitySiwalankerto 121-131 Surabaya East Java Indonesia

ABSTRACT

bull This qualitative research was conducted to find

out the kinds of English phonological errors

produced by English department students

particularly English consonantal sounds that do

not exist in Indonesian phonetics system ndash [v] [θ] [eth] [1050607] [d1050607] and [tint] ndash and the patterns of

those errors The result shows that the students

produced thirty-four kinds of phonological errors

and that the deviations occurred most

frequently before after or in between vowels

bull TYPE OF RESEARCH Practical QualitativeResearchIt was showed that there were experimental studies in this research and also it was made based on a specific level group of people in this case with 25 English department students and also in a particular place which was a private university in surabaya Indonesia Detailing results in a specific context

TYPE OF KNOWLEDGE Empirical knowledge

This was categorized in the

empirical knowledge because

there were involved many

process such studies and

experiments

PURPOSE

This research was done to

observe the phonological

errors done by the

Indonesian English learners in

order to find out firstly the kinds of phonological errors

made by the students in

producing the English

consonantal sounds which

do not exist in Indonesian

sound system ndash namely [v]

[θ] [eth] [1050607] [d1050607] and [tint] and secondly the patterns of

the phonological deviations

HYPOTHESIS As a consequence of all the

difficulties provided by the English

pronunciation many English

language learners as well as the

Indonesian learners tend to

generate errors in the articulation of the sounds Therefore this

research was done to observe

the phonological errors done by

the Indonesian English learners in

order to find out firstly the kinds of

phonological errors

INSTRUMENTS A tape recorder and

pronunciation tasks which were

composed from the

pronunciation exercises taken

from Pronunciation in Action

(Taylor 1993) Pronunciation

Exercises in English (Clarey amp

Dixson 1963) and The Sounds of

English (Deterding amp

Poedjosoedarmo 1998) and

from the ESL website

(httpinternationaloucbcca

pronunciation)

PARTICIPANTS Twenty-five English department

students who studied in a private

university in Surabaya a city in East

Java Indonesia

DATA COLLECTION

The data needed related only to the English consonantal sounds that

do not exist in Indonesian

bull The source of data was from the phonetic transcription of the

recorded pronunciation of twenty-five English department students

who studied in a private university in Surabaya a city in East Java

Indonesia

bull A tape recorder and pronunciation tasks which were composed

from the pronunciation exercises taken from Pronunciation in Action

(Taylor 1993) Pronunciation Exercises in English (Clarey amp Dixson

1963) and The Sounds of English (Deterding amp Poedjosoedarmo

1998) and from the ESL website

(httpinternationaloucbccapronunciation) were used to collect

the data

bull Having the phonetic transcription of the data which was done

manually the analysis began with the identification of the errors by

comparing each studentrsquos actual pronunciation with the standard

phonetic transcription

Data Analysis

bull The findings were grouped based on the six consonantal sounds investigated in this study they are [v] [θ] [eth] [ʒ] [dʒ] and [tint]

For additional description each of those sounds was then classified into three categories in relation to the positions of their occurrences they are initial medial and final positions Moreover the phonological environments of the deviations

were also formulated with the intention that further explanation about the patterns of the deviations could be provided

Why do you think eachresearcher chose thatparticular research desingand not other

bull I think that the authors Indrajaniand Yostanto chose the qualitative research because it was the more appropriate for their research That design involves investigation of concepts that are not numerically measurable such as perceptions and the reasons behind them That was the authorsrsquo research about They needed to know what were the reasons of what Indonesian students were not able to produce certain kinds of consonants sound And according with their results they built some theory about it So they couldnrsquot chose another design since this one involves everything what they needed to achieve their goal

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

bull TYPE OF RESEARCH Practical QualitativeResearchIt was showed that there were experimental studies in this research and also it was made based on a specific level group of people in this case with 25 English department students and also in a particular place which was a private university in surabaya Indonesia Detailing results in a specific context

TYPE OF KNOWLEDGE Empirical knowledge

This was categorized in the

empirical knowledge because

there were involved many

process such studies and

experiments

PURPOSE

This research was done to

observe the phonological

errors done by the

Indonesian English learners in

order to find out firstly the kinds of phonological errors

made by the students in

producing the English

consonantal sounds which

do not exist in Indonesian

sound system ndash namely [v]

[θ] [eth] [1050607] [d1050607] and [tint] and secondly the patterns of

the phonological deviations

HYPOTHESIS As a consequence of all the

difficulties provided by the English

pronunciation many English

language learners as well as the

Indonesian learners tend to

generate errors in the articulation of the sounds Therefore this

research was done to observe

the phonological errors done by

the Indonesian English learners in

order to find out firstly the kinds of

phonological errors

INSTRUMENTS A tape recorder and

pronunciation tasks which were

composed from the

pronunciation exercises taken

from Pronunciation in Action

(Taylor 1993) Pronunciation

Exercises in English (Clarey amp

Dixson 1963) and The Sounds of

English (Deterding amp

Poedjosoedarmo 1998) and

from the ESL website

(httpinternationaloucbcca

pronunciation)

PARTICIPANTS Twenty-five English department

students who studied in a private

university in Surabaya a city in East

Java Indonesia

DATA COLLECTION

The data needed related only to the English consonantal sounds that

do not exist in Indonesian

bull The source of data was from the phonetic transcription of the

recorded pronunciation of twenty-five English department students

who studied in a private university in Surabaya a city in East Java

Indonesia

bull A tape recorder and pronunciation tasks which were composed

from the pronunciation exercises taken from Pronunciation in Action

(Taylor 1993) Pronunciation Exercises in English (Clarey amp Dixson

1963) and The Sounds of English (Deterding amp Poedjosoedarmo

1998) and from the ESL website

(httpinternationaloucbccapronunciation) were used to collect

the data

bull Having the phonetic transcription of the data which was done

manually the analysis began with the identification of the errors by

comparing each studentrsquos actual pronunciation with the standard

phonetic transcription

Data Analysis

bull The findings were grouped based on the six consonantal sounds investigated in this study they are [v] [θ] [eth] [ʒ] [dʒ] and [tint]

For additional description each of those sounds was then classified into three categories in relation to the positions of their occurrences they are initial medial and final positions Moreover the phonological environments of the deviations

were also formulated with the intention that further explanation about the patterns of the deviations could be provided

Why do you think eachresearcher chose thatparticular research desingand not other

bull I think that the authors Indrajaniand Yostanto chose the qualitative research because it was the more appropriate for their research That design involves investigation of concepts that are not numerically measurable such as perceptions and the reasons behind them That was the authorsrsquo research about They needed to know what were the reasons of what Indonesian students were not able to produce certain kinds of consonants sound And according with their results they built some theory about it So they couldnrsquot chose another design since this one involves everything what they needed to achieve their goal

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

HYPOTHESIS As a consequence of all the

difficulties provided by the English

pronunciation many English

language learners as well as the

Indonesian learners tend to

generate errors in the articulation of the sounds Therefore this

research was done to observe

the phonological errors done by

the Indonesian English learners in

order to find out firstly the kinds of

phonological errors

INSTRUMENTS A tape recorder and

pronunciation tasks which were

composed from the

pronunciation exercises taken

from Pronunciation in Action

(Taylor 1993) Pronunciation

Exercises in English (Clarey amp

Dixson 1963) and The Sounds of

English (Deterding amp

Poedjosoedarmo 1998) and

from the ESL website

(httpinternationaloucbcca

pronunciation)

PARTICIPANTS Twenty-five English department

students who studied in a private

university in Surabaya a city in East

Java Indonesia

DATA COLLECTION

The data needed related only to the English consonantal sounds that

do not exist in Indonesian

bull The source of data was from the phonetic transcription of the

recorded pronunciation of twenty-five English department students

who studied in a private university in Surabaya a city in East Java

Indonesia

bull A tape recorder and pronunciation tasks which were composed

from the pronunciation exercises taken from Pronunciation in Action

(Taylor 1993) Pronunciation Exercises in English (Clarey amp Dixson

1963) and The Sounds of English (Deterding amp Poedjosoedarmo

1998) and from the ESL website

(httpinternationaloucbccapronunciation) were used to collect

the data

bull Having the phonetic transcription of the data which was done

manually the analysis began with the identification of the errors by

comparing each studentrsquos actual pronunciation with the standard

phonetic transcription

Data Analysis

bull The findings were grouped based on the six consonantal sounds investigated in this study they are [v] [θ] [eth] [ʒ] [dʒ] and [tint]

For additional description each of those sounds was then classified into three categories in relation to the positions of their occurrences they are initial medial and final positions Moreover the phonological environments of the deviations

were also formulated with the intention that further explanation about the patterns of the deviations could be provided

Why do you think eachresearcher chose thatparticular research desingand not other

bull I think that the authors Indrajaniand Yostanto chose the qualitative research because it was the more appropriate for their research That design involves investigation of concepts that are not numerically measurable such as perceptions and the reasons behind them That was the authorsrsquo research about They needed to know what were the reasons of what Indonesian students were not able to produce certain kinds of consonants sound And according with their results they built some theory about it So they couldnrsquot chose another design since this one involves everything what they needed to achieve their goal

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

DATA COLLECTION

The data needed related only to the English consonantal sounds that

do not exist in Indonesian

bull The source of data was from the phonetic transcription of the

recorded pronunciation of twenty-five English department students

who studied in a private university in Surabaya a city in East Java

Indonesia

bull A tape recorder and pronunciation tasks which were composed

from the pronunciation exercises taken from Pronunciation in Action

(Taylor 1993) Pronunciation Exercises in English (Clarey amp Dixson

1963) and The Sounds of English (Deterding amp Poedjosoedarmo

1998) and from the ESL website

(httpinternationaloucbccapronunciation) were used to collect

the data

bull Having the phonetic transcription of the data which was done

manually the analysis began with the identification of the errors by

comparing each studentrsquos actual pronunciation with the standard

phonetic transcription

Data Analysis

bull The findings were grouped based on the six consonantal sounds investigated in this study they are [v] [θ] [eth] [ʒ] [dʒ] and [tint]

For additional description each of those sounds was then classified into three categories in relation to the positions of their occurrences they are initial medial and final positions Moreover the phonological environments of the deviations

were also formulated with the intention that further explanation about the patterns of the deviations could be provided

Why do you think eachresearcher chose thatparticular research desingand not other

bull I think that the authors Indrajaniand Yostanto chose the qualitative research because it was the more appropriate for their research That design involves investigation of concepts that are not numerically measurable such as perceptions and the reasons behind them That was the authorsrsquo research about They needed to know what were the reasons of what Indonesian students were not able to produce certain kinds of consonants sound And according with their results they built some theory about it So they couldnrsquot chose another design since this one involves everything what they needed to achieve their goal

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

Data Analysis

bull The findings were grouped based on the six consonantal sounds investigated in this study they are [v] [θ] [eth] [ʒ] [dʒ] and [tint]

For additional description each of those sounds was then classified into three categories in relation to the positions of their occurrences they are initial medial and final positions Moreover the phonological environments of the deviations

were also formulated with the intention that further explanation about the patterns of the deviations could be provided

Why do you think eachresearcher chose thatparticular research desingand not other

bull I think that the authors Indrajaniand Yostanto chose the qualitative research because it was the more appropriate for their research That design involves investigation of concepts that are not numerically measurable such as perceptions and the reasons behind them That was the authorsrsquo research about They needed to know what were the reasons of what Indonesian students were not able to produce certain kinds of consonants sound And according with their results they built some theory about it So they couldnrsquot chose another design since this one involves everything what they needed to achieve their goal

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

REFERENCES

Indrajani N amp Yostanto A (2008) A Study of English

Phonological Errors Produced by English Department Students A

biannual publication on the study of language and literature

Vol 10 Retrieved from

httppuslit2petraacidejournalindexphpingarticleview16

761

DELMY PAT PINTO

B y L i s a M a r i a G r oslash n n A u r s t a d

Mas t e r rsquo s T h e s i s I n E n g l i s h

N t n u

S p r i n g 2 0 1 3

THE ROLE OF

SUBTITLES IN SECOND

LANGUAGE

ACQUISITION

ABSTRAC

bull The aim of this masterrsquos thesis is to provide further information about the role of subtitled audiovisual material in second language acquisition Quantitative experimental research was conducted with 49 17-year-old Norwegian high school students as participants The participants were divided into three groups identical to their original school classes One group watched an episode of the American animated cartoon Family Guy with Norwegian subtitles the second group watched the same episode with English subtitles and the control group watched the episode with no subtitles Immediately after watching the episode the participants responded to a comprehension questionnaire in order to investigate the potential short term effects of the subtitles and four weeks later they responded to a word definition task and a lexical decision task in order to measure potential long term effects The results indicated only short term effects of the subtitles as the presence of subtitles in the Norwegian group and the English group predicted better performance in the comprehension questionnaire No effects of the subtitles were found in the word definition task and the lexical decision task indicating that there were no long term effects of the subtitles in these two experiments

TYPE OF APPROACH AND RESEARCH Quantitative Experimental Research

It was showed that the main variables in this experiment were

different types of subtitles in watching audiovisual material native

language subtitles target language subtitles and no subtitles The

quantitative studies allow for a large number of participants whose

results can be compared to each other related to a number of

variables The performances of the participants were measured

with the variables and the resulting numerical data was statistically

analyzed in R

The research design of this study might well be argued to be

experimental In experimental designs researchers explicitly

manipulate the variables in order to provedisprove their

hypothesis So the approach of this study is deductive and involves

the manipulation of variables (type of subtitles) And it included

two experimental groups

TYPE OF KNOWLEDGE Empirical knowledge

This work was categorized in

the empirical knowledge

because there were involved

many process such studies and

experiments

PURPOSE

The aim of this study was to

investigate the potential effect of

subtitled audiovisual material in

enhancing second language

acquisition The experiment was

constructed so as to reveal both

potential short and long term

effects as well as potential

differences based on the

language of the subtitles The main

area of interest was to investigate

whether exposure to different

types of subtitles when watching

an animated cartoon episode in

the target language had an effect

on the results on a comprehension

questionnaire a word definition

task and a lexical decision task

INSTRUMENTS

bull Three episodes of the

American animated cartoon

series Family Guy one with

English subtitles other with

Norwegian subtitles and the

last one with no subtitles

bull Comprehension questionnaire

bull Vocabulary test

bull Grammar test

PARTICIPANTS

The participants were 49 17-year-olds

native Norwegian students with 25

females and 24 males with a fairly

high level of proficiency in English as a second language The participants

were selected randomly based on

their original school classes and

divided into participant groups

identical to these original classes

The participants were divided into

three groups where one group

watched an episode of the

American animated cartoon series

Family Guy with Norwegian subtitles the second group watched the

same episode with English subtitles

and the third group watched the

episode with no subtitles making this group the baseline control group

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

ABSTRAC

bull The aim of this masterrsquos thesis is to provide further information about the role of subtitled audiovisual material in second language acquisition Quantitative experimental research was conducted with 49 17-year-old Norwegian high school students as participants The participants were divided into three groups identical to their original school classes One group watched an episode of the American animated cartoon Family Guy with Norwegian subtitles the second group watched the same episode with English subtitles and the control group watched the episode with no subtitles Immediately after watching the episode the participants responded to a comprehension questionnaire in order to investigate the potential short term effects of the subtitles and four weeks later they responded to a word definition task and a lexical decision task in order to measure potential long term effects The results indicated only short term effects of the subtitles as the presence of subtitles in the Norwegian group and the English group predicted better performance in the comprehension questionnaire No effects of the subtitles were found in the word definition task and the lexical decision task indicating that there were no long term effects of the subtitles in these two experiments

TYPE OF APPROACH AND RESEARCH Quantitative Experimental Research

It was showed that the main variables in this experiment were

different types of subtitles in watching audiovisual material native

language subtitles target language subtitles and no subtitles The

quantitative studies allow for a large number of participants whose

results can be compared to each other related to a number of

variables The performances of the participants were measured

with the variables and the resulting numerical data was statistically

analyzed in R

The research design of this study might well be argued to be

experimental In experimental designs researchers explicitly

manipulate the variables in order to provedisprove their

hypothesis So the approach of this study is deductive and involves

the manipulation of variables (type of subtitles) And it included

two experimental groups

TYPE OF KNOWLEDGE Empirical knowledge

This work was categorized in

the empirical knowledge

because there were involved

many process such studies and

experiments

PURPOSE

The aim of this study was to

investigate the potential effect of

subtitled audiovisual material in

enhancing second language

acquisition The experiment was

constructed so as to reveal both

potential short and long term

effects as well as potential

differences based on the

language of the subtitles The main

area of interest was to investigate

whether exposure to different

types of subtitles when watching

an animated cartoon episode in

the target language had an effect

on the results on a comprehension

questionnaire a word definition

task and a lexical decision task

INSTRUMENTS

bull Three episodes of the

American animated cartoon

series Family Guy one with

English subtitles other with

Norwegian subtitles and the

last one with no subtitles

bull Comprehension questionnaire

bull Vocabulary test

bull Grammar test

PARTICIPANTS

The participants were 49 17-year-olds

native Norwegian students with 25

females and 24 males with a fairly

high level of proficiency in English as a second language The participants

were selected randomly based on

their original school classes and

divided into participant groups

identical to these original classes

The participants were divided into

three groups where one group

watched an episode of the

American animated cartoon series

Family Guy with Norwegian subtitles the second group watched the

same episode with English subtitles

and the third group watched the

episode with no subtitles making this group the baseline control group

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

TYPE OF APPROACH AND RESEARCH Quantitative Experimental Research

It was showed that the main variables in this experiment were

different types of subtitles in watching audiovisual material native

language subtitles target language subtitles and no subtitles The

quantitative studies allow for a large number of participants whose

results can be compared to each other related to a number of

variables The performances of the participants were measured

with the variables and the resulting numerical data was statistically

analyzed in R

The research design of this study might well be argued to be

experimental In experimental designs researchers explicitly

manipulate the variables in order to provedisprove their

hypothesis So the approach of this study is deductive and involves

the manipulation of variables (type of subtitles) And it included

two experimental groups

TYPE OF KNOWLEDGE Empirical knowledge

This work was categorized in

the empirical knowledge

because there were involved

many process such studies and

experiments

PURPOSE

The aim of this study was to

investigate the potential effect of

subtitled audiovisual material in

enhancing second language

acquisition The experiment was

constructed so as to reveal both

potential short and long term

effects as well as potential

differences based on the

language of the subtitles The main

area of interest was to investigate

whether exposure to different

types of subtitles when watching

an animated cartoon episode in

the target language had an effect

on the results on a comprehension

questionnaire a word definition

task and a lexical decision task

INSTRUMENTS

bull Three episodes of the

American animated cartoon

series Family Guy one with

English subtitles other with

Norwegian subtitles and the

last one with no subtitles

bull Comprehension questionnaire

bull Vocabulary test

bull Grammar test

PARTICIPANTS

The participants were 49 17-year-olds

native Norwegian students with 25

females and 24 males with a fairly

high level of proficiency in English as a second language The participants

were selected randomly based on

their original school classes and

divided into participant groups

identical to these original classes

The participants were divided into

three groups where one group

watched an episode of the

American animated cartoon series

Family Guy with Norwegian subtitles the second group watched the

same episode with English subtitles

and the third group watched the

episode with no subtitles making this group the baseline control group

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

TYPE OF KNOWLEDGE Empirical knowledge

This work was categorized in

the empirical knowledge

because there were involved

many process such studies and

experiments

PURPOSE

The aim of this study was to

investigate the potential effect of

subtitled audiovisual material in

enhancing second language

acquisition The experiment was

constructed so as to reveal both

potential short and long term

effects as well as potential

differences based on the

language of the subtitles The main

area of interest was to investigate

whether exposure to different

types of subtitles when watching

an animated cartoon episode in

the target language had an effect

on the results on a comprehension

questionnaire a word definition

task and a lexical decision task

INSTRUMENTS

bull Three episodes of the

American animated cartoon

series Family Guy one with

English subtitles other with

Norwegian subtitles and the

last one with no subtitles

bull Comprehension questionnaire

bull Vocabulary test

bull Grammar test

PARTICIPANTS

The participants were 49 17-year-olds

native Norwegian students with 25

females and 24 males with a fairly

high level of proficiency in English as a second language The participants

were selected randomly based on

their original school classes and

divided into participant groups

identical to these original classes

The participants were divided into

three groups where one group

watched an episode of the

American animated cartoon series

Family Guy with Norwegian subtitles the second group watched the

same episode with English subtitles

and the third group watched the

episode with no subtitles making this group the baseline control group

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

INSTRUMENTS

bull Three episodes of the

American animated cartoon

series Family Guy one with

English subtitles other with

Norwegian subtitles and the

last one with no subtitles

bull Comprehension questionnaire

bull Vocabulary test

bull Grammar test

PARTICIPANTS

The participants were 49 17-year-olds

native Norwegian students with 25

females and 24 males with a fairly

high level of proficiency in English as a second language The participants

were selected randomly based on

their original school classes and

divided into participant groups

identical to these original classes

The participants were divided into

three groups where one group

watched an episode of the

American animated cartoon series

Family Guy with Norwegian subtitles the second group watched the

same episode with English subtitles

and the third group watched the

episode with no subtitles making this group the baseline control group

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

The experiment was divided into two

parts in order to make room for both a

pre-test and short-term effect part and

a long-term effect part four weeks later

The participants were asked to

complete a questionnaire also a

vocabulary test and a grammar test on

the internet After completing the

background questionnaire and the

vocabulary and grammar tests the

participants were told to watch a film

clip Immediately after watching the

episode the participants were given a

comprehension questionnaire in paper

format based on the contents of the

episode Four weeks after the first

testing and the exposure to the stimuli

the participants were presented with a

word definition task and a lexical

decision task related to the episode

they had watched

DATA COLLECTION HYPOTHESIS

The main hypothesis was that the

subtitles would influence the

performances of the groups in all

the three tasks indicating both

short term and long term effects

It was also hypothesised that the

English subtitles group would

outperform the other two groups

as the facilitative effect of target

language subtitles has been

found in several studies (Bianchi amp

Ciabattoni 2008 Markham 1999

Mitterer amp McQueen 2009

Vanderplank 1988)

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

Data AnalysisWhy do you think eachresearcher chose thatparticular research desingand not other

The author chose the experimental research because it was the most suitable for her research She couldnrsquot chose another design since it involves all the process that is required to achieve her goal

That design involves the manipulation of variables in this case (type of subtitles) in order to prove or disprove her hypothesis And that was what the author wanted So that she can prove her hypothesis she needed to work in experiments In this case her research included two experimental groups

All the collected data was therefore

coded and entered into an Excel

worksheet that provided the basis for

descriptive statistics allowing for

calculation of the potential patterns

in the data set In order to investigate

further whether the potential patterns

found in the descriptive analysis in

fact were statistically significant and

not just a coincident inferential

statistics was carried out in R to check

for dependencies between the results

and the type of stimulus and

information from the background

testing In this way the patterns found

in the descriptive statistics would be

checked to see if the patterns ldquotruly

exist in some kind of meaningful wayrdquo

(Levon 2010 p

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES

bull Gronn L (2013) The Role of Subtitles in SecondLanguage Acquisition Masterrsquos thesis in English NTNU Norway Retrieved from httpwwwntnuedudocuments3827430940279009LisaMGAurstad_Master_2013_withtitlepagepdf190bc71d-3e85-4519-a78b-5064597e5298

Delmy Pat Pinto

REFERENCES