Tamba, Sheresell Shane L.

THEORETICAL FRAMEWORK

Here are some theories that guided this research:

Studies have demonstrated that exposure to authetic audiovisual materials tends

to foster FL identity development while also promoting critical literacy (Brown et al., 2016).
In this regard, Vanderplank (2010) viewed "television or video as the perfect means of
presenting the culture of the language being taught.

Pavio (1991) states that while verbal associations and visual imagery can both be
used to help learn new content, learning is most successful when both are combined.
According to the dual-coding theory, the human mind processes information differently
along two separate channels, producing distinct representations for the information that
each channel processes. This means that the brain employs both verbal and visual
information to represent information. The nonverbal/visual system and the verbal system
are the two coding schemes now in use. Better recall is the outcome of the interaction
between these two coding systems. The verbal system uses sequential units called
"logogens" to retain linguistic information and units, including text, sound, and even motor
experiences like sign language. Both "logogen" and "imagen" refer to representational
units of verbal and nonverbal information that produce already-existing mental words and
images and can work unconsciously to improve cognitive performance. The non-
verbal/visual system processes visual information/units (such as symbols, pictures, or
videos) and keeps them in units called "imagens".

Multiple language learning domains, including vocabulary acquisition (Gesa, 2019;

Rodgers, 2013), listening comprehension (Pujadas & Muñoz, 2020), acquiring grammar
(Van Lommel et al., 2006), foreign speech understanding (Mitterer & McQueen, 2009),
segmentation of speech (Wisniewska & Mora, 2020), and speaking skills (Borks &
Lafayette, 1994), have evidence supporting the efficacy of multimodal input. Similar to
this, the few study on the possible benefits of subtitles for literacy development has
demonstrated that watching television with captions—that is, with L2 subtitles—had a
favorable effect, particularly for low-level learners (Neuman & Koskinen, 1992: Parks,
1994). The current study looks at the potential advantages of watching TV shows with
subtitles for vocabulary learning at various skill levels.
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

What is the profile of respondents Descriptive analysis using:

in terms of:
 Survey
 Age  Statistical and
 Sex Scientific Treatment
Infographics about the
How does watching benefits of watching
Presentation analysis foreign series as tool in
foreign series help
using: Language acquisition
respondents in terms
of the following:  Tables/Figures in College of Teacher
 Interpretation of Education students.
data
 Pronunciation
 Comprehension
 Fluency
 Vocabulary
 Word Choice

Figure 1. Paradigm of the Study

Input, the first component of paradigm of the study contains the profile of the
respondents in terms of Age, and Sex.
The input also contains on how watching foreign series help respondents in terms of
Pronunciation, Comprehension, Fluency, Vocabulary, and Word Choice.

Process, the second component of the evaluation process is to identify the factors
on how watching foreign series help selected college of teacher education students in
City of Malabon University through distribution of survey questionnaire to gather the data
needed by the researcher. The gathered data will be tallied and treated statistically and
interpreted for understanding.
Output, this is the third component which contains the benefits of watching foreign
series as tool in Language acquisition in College of Teacher Education students.
This may be beneficial to all the students.
The three components are related to each other and will affect the outcome of the
entire process. The arrows in the paradigm symbolize the flow of interaction among
variables and components of the study.
Theoretical Framework references:

https://books.google.com.ph/books?hl=en&lr&id=wjJVEAAAQBAJ&oi=fnd&pg=PT187&
dq=theories+about+how+watching+television+affect+language+acquisition&ots=oL_gfX
8szX&sig=QvWT2HBw8vxI38dGxYD8rqY_cnk&redir_esc=y&fbclid=IwAR1wBs_lcdtpxn
U2Gj21QaXbSibO-
efGMsrBORIE9C0vhzITQwbnNX4oSiw#v=onepage&q=theories%20about%20how%20
watching%20television%20affect%20language%20acquisition&f=false

https://www.researchgate.net/publication/344868992_Impact_of_TV_Shows_on_Englis
h_Language_Acquisition?fbclid=IwAR0CWIyfU0Bsx11fUfnNWSxBj53S1a0TXROYzEX
Ny2ygmdYosvNkRfox7qQ

https://files.eric.ed.gov/fulltext/EJ1235017.pdf?fbclid=IwAR22cU8GRpAR1HMCelfCFEu
cB1RXGQmlpYMYtFtyPLg7VtrJWuEquFQ_pIs

https://www.mdpi.com/2227-7102/9/3/210

https://www.mdpi.com/2227-7102/9/3/210