چکیده:
This study examined the effects of humorous movie clips on better learning of English language vocabulary. Humor is an important human behavior that plays a vital role in communication and social interactions. This subject has been rarely investigated in Iranian English classes. The researchers used quantitative method. Because all of variables were not controllable, therefore quasi-experimental method was employed to conduct the study. To this end, a proficiency
test was administered to 60 Iranian EFL learners. Then 48 intermediate language learners who were homogeneous based on their rank scores were chosen and randomly divided into two equal groups (i.e. 24 as experimental and 24 as control groups). To assess their vocabulary knowledge at the beginning of the study, both groups participated in a researcher-made, 30-items and multiple choice vocabulary test adapted from PET test and scored out of 30. Experimental group watched the humorous movie clips but the participants in control group taught in a conventional
way. After 10 sessions of treatment, both groups were tested on the similar items covered in the pre-test. The effect of humorous movie clips on the groups’ vocabulary achievement was evaluated through Paired Samples t-test analysis. Results have shown that the experimental group outperformed the control group since humorous movie clips had a positive effect on developing vocabulary learning among intermediate EFL learners (p<05) in the experimental
group. EFL teachers can use humorous movie clips to raise the learners’ motivation.
خلاصه ماشینی:
"com Received: March 13, 2017 Accepted: May 2, 2017 Online Published: June 20, 2017 Abstract This study examined the effects of humorous movie clips on better learning of English language vocabulary.
Results have shown that the experimental group outperformed the control group since humorous movie clips had a positive effect on developing vocabulary learning among intermediate EFL learners (p<05) in the experimental group.
Using humor in the English classes has been recommended to enhance educational effectiveness (Davies, 2003; Kher, Molstad, & Donahue, 1999), increase message comprehension (Booth-Butterfield & Wanzer, 2010), create an exciting and more comfortable classroom atmosphere (Jones, 2014; Neuliep, 1991), and progress student learning level (Baringer & McCroskey, 2000; Gorham & Christophel, 1990).
1 Design In this study, the researchers used quantitative method, pre-test, intervention (treatment), post-test to investigate the issue of humorous video clip impacts and learners’ vocabulary learning in the EFL classroom.
After ten sessions treatment, every session two humorous clips was shown to participants of experimental group (meanwhile control group got conventional ways of teaching and evaluating), and 15 minutes explanation around the clip, the researchers administered the post-test, which is adapted from PET test accompanied by the vocabularies of the research’s clips.
Since the experimental groups outperformed the control groups in post-test, teaching vocabulary through humorous video clips are supposed to improve vocabulary knowledge among intermediate EFL learners.
The outcome of this study substantiates the fact that experimental group learners were able to enhance their vocabulary knowledge and humorous movie clips have a moderately large effect on their vocabulary test scores."