INCIDENTAL VOCABULARY LEARNING THROUGH SAME LANGUAGE SUBTITLED (SLS) AUTHENTIC VIDEOS Background of the Study The Input

Hypothesis - (Krashen, 1982) “humans acquire language in only one way - by understanding messages or by receiving ‘comprehensible input’.” educators can manipulate audio-visual materials such as authentic videos as one of the many tools in teaching vocabularies./ with the aid of these materials, vocabulary learning process can take place even after classroom lessons (Raine, 2012). / educators must first play a role in encouraging learners’ interest in subtitled authentic videos which can be identified as one of the ‘comprehensible input’ mentioned by Krashen (1982) as well as to help in building learners’ confidence in their autonomy to use videos as learning tools. This way, learners are put in position where they can continuously increase their knowledge in English vocabulary even out of their learning consciousness. Problem Statement Yuksel & Tranriverdi (2009) using captions or subtitles to facilitate the comprehension of video materials be taken for granted by teachers and researchers. Danan (2004) also states the same concern as this in one of his papers which he also argue that audiovisual material enhanced with captions or subtitles is actually “a particularly powerful pedagogical tool which can help improve the comprehension skills of second-language learners”. this study is conceived to determine the potential effectiveness in vocabulary learning of using subtitled audio-visual materials; authentic videos as one ESL vocabulary learning tools. Objectives a. To investigate the learners’ general English language video viewing habits. b. To objectively assess learners ability to increase their depth of knowledge by recognizing and identifying the 5 targeted words appearing in the authentic video. c. To determine learners’ perception of incidental vocabulary learning through subtitled authentic video. Research Questions a. What kind of general viewing habits the learners have upon watching English language video? b. Are learners able to recognize and identify the 5 targeted words appearing in the authentic video? c. What kind of perceptions learners have upon incidental vocabulary learning through subtitled authentic video? Significance of the Study Limitation of the Study -Long term memory versus ‘learning’ – student encounters new word, tested in post-test not necessarily be considered to have learnt new word. A delayed post-test needed to determine whether words encountered been retained or just temporarily held in long-term memory and then forgotten. -Non-Homogeneity of groups.- students assigned accordingly to class agreed by lecturers. -Ability of students to guess the meanings of unknown words. -Small, non-representative sample. Operational Definitions VOCABULARY, SAME LANGUAGE SUBTITLES (SLS), AUTHENTIC VIDEOS.

Authentic videos include “feature films, documentaries, commercials, game shows” (Sherman, 2003) and many other kinds of videos that have not been made specifically for learners of English. Authentic videos are those that have been made for the enjoyment or education of native speakers of the language in which the videos were produced. As such, they tend to feature dense and ungraded language, and may relate to topics that do not specifically cater to the interests of learners of English as a foreign language (Stempleski, 1992).