Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition
DOI:
https://doi.org/10.12928/eltej.v3i2.2461Keywords:
Incidental literacy acquisition, task-induced involvement, close-captioned videosAbstract
While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.References
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Xiaoning, C. & Feng, T. (2017). Assessing the effects of word exposure frequency on incidental vocabulary acquisition from reading and listening. Chinese Journal of Applied Linguistics, 40(1) https://doi.org/10.1515/cjal-2017-0004
Zeeland, H.V. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. https://doi.org/10.1016/j.system.2013.07.012
Zhao, A., Guo, Y., Biales, C. & Olszewki, A. (2016). Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading [PDF file]. Reading in a Foreign Language, 28 (2), 224-245. Retrieved from https://pdfs.semanticscholar.org/5db0/ae9e65a498542b6fb03dd6fc92ff36d2ae4a.pdf
Blanchard, J. & Moore, T. (2010). The Digital World of Young Children. Impact on Emergent Literacy. Arizona State University.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671- 684.Retrieved from http://wixtedlab.ucsd.edu/publications/Psych%20218/Craik_Lockhart_1972.pdf
Critcher, C., (2008). Making waves: Historical aspects of public debates about children and mass media. In k. Drotner& S. Livingston (Eds.), International Handbook of Children, Media and Culture. London: Sage.
De Wilde, V. & Eyckmans, J. (2017). Game on! Young learners’ incidental language learning of English prior to instruction [PDF file]. Studies in Second Language Learning and Teaching, 7 (4), 673-694.
d’Ydewalle, G. & Van de Poel, M. (1999). Incidental foreign language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28, 227-244. https://doi.org/10.1023/A:1023202130625
Gunn, B., Simmons, D. & Kameenui, E. (2004). Emergent literacy: Synthesis of the Research. Retrieved from https://www.researchconnections.org/childcare/resources/2776/pdf.
Harun, S., & Tedlos, C. (2013). Assessing the Effects of Animated Cartoon and Task- Induced Involvement on Preschool Children’s L2 Incidental Vocabulary Acquisition (An Undergraduate Thesis). Mindanao State University, Iligan Institute of Technology, Iligan City, Philippines.
Huang, R.Y. (2008). Testing the Involvement Load Hypothesis: Effects of reading-based tasks on vocabulary retention by Chinese FEL learners [PDF file]. Modern Foreign Languages, 27(4), 386-393.
Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load
hypothesis in vocabulary acquisition [PDF file]. Language Learning, 51, 539–558.
Kapur, M. (2011). Counselling Children with Psychological Problems. New Delhi, India: Dorling Kindersley.
Jensen, S.H. (2016). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1). doi: 10.1558/cj.29519
Kanellopoulou, C., Kermanidis, K.L and Giannakoulopoulos, A. (2019). The Dual-coding and Multimedia learning theories: Film subtitles as a vocabulary teaching tool. Education Sciences, 9(3). doi.org/10.3390/educsci9030210
Timothy S. & Christopher J. L. (2017). The Role of Early Oral Language in Literacy Development. Retrieved from https://www.languagemagazine.com/5100-2/.
Laufer, B. & Hulstijn, J.H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
Lin, L. (2010). English learners’ incidental vocabulary acquisition in the video-based CALL program [PDF file]. Asian EFL Journal. 12 (4). https://www.asian-efl- journal.com/PDF/Volume-12-Issue-4-Lin.pdf
Liu, C. (2015). A review of effect of different tasks on incidental vocabulary acquisition. Higher Education Studies, 5(5), 56-63. doi:10.5539/hes.v5n5p56
Llach, P. & Gomez, A. (2007). Children’s Characteristics in Vocabulary Acquisition Use in the Written Production. RELSA (20), 9-26.
Mielonen, A.M. & Paterson, W. (2009). Developing literacy through play [PDF file]. Journal of Inquiry and Action in Education, 3 (1).
Paivio, A. (2006). Dual Coding Theory and Education [PDF file]. Retrieved from http://coral.ufsm.br/tielletcab/Apostilas/DCT_Paivio.pdfLanguage: 22/1, 26.
Perez, M.M. & Rodgers, Michael P. H. (2019). Video and language learning (Guest Editorial). The Language Learning Journal. 47:4, 403-406, DOI: 10.1080/09571736.2019.1629099.
Ponniah, R. (2011). Incidental acquisition of vocabulary by reading [PDF file]. An International online journal, 11(2), 135-139. Retrieved from http://www.readingmatrix.com/articles/april_2011/ponniah.pdf
Terry, S. (2020). Reading and Literacy. Retrieved from https://www.air.org/topic/reading-and-literacy
Rideout, V., Hamel, E., & Kaiser Family Foundation. (2006). The media family: Electronic media in the lives of infants, toddlers, preschoolers and their parents [PDF file]. Menlo Park, CA: Kaiser Family Foundation.
Savielle-Troike, M. (2012). Introducing second language acquisition (2nd ed.). Cambridge: Cambridge University Press.
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1),87-113. https://doi.org/10125/44674.
Vulchanova, M., Baggio, G., Cangelosi, A. & Smith, L. (2017). Editorial:Language development in the digital age. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2017.00447
Whitehurst, G. & Lonigan, C. (1998). Child development and emergent literacy [PDF file]. Child Development, Volume 69 (3). 848-872. https://doi.org/10.1111/j.14678624.1998.tb06247.x
Xiaoning, C. & Feng, T. (2017). Assessing the effects of word exposure frequency on incidental vocabulary acquisition from reading and listening. Chinese Journal of Applied Linguistics, 40(1) https://doi.org/10.1515/cjal-2017-0004
Zeeland, H.V. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. https://doi.org/10.1016/j.system.2013.07.012
Zhao, A., Guo, Y., Biales, C. & Olszewki, A. (2016). Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading [PDF file]. Reading in a Foreign Language, 28 (2), 224-245. Retrieved from https://pdfs.semanticscholar.org/5db0/ae9e65a498542b6fb03dd6fc92ff36d2ae4a.pdf
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Published
2020-09-03
How to Cite
Arabiana, E. F. S., Malifer, D. A. E. A., & Betonio, H. R. (2020). Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition. English Language Teaching Educational Journal, 3(2), 151–162. https://doi.org/10.12928/eltej.v3i2.2461
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