İngilizce altyazı kullanımının İngilizceyi yabancı dil olarak öğrenenlerin dinleme anlama becerisine etkileri: Orta düzey İngilizce hazırlık sınıfı öğrencileriyle bir çalışma

This study was designed to investigate the effects of using captions with an English language film on the listening comprehension of intermediate level university students learning English as a Foreign Language. Two classes previously constructed by the administration of Foreign Languages School participated as experimental and control groups in this study. These intact groups included a total of 66 preparatory school students of English Language Teaching department in Akdeniz University. In order to confirm that all the subjects had the same level of listening proficiency at the onset of the study, a standardised listening proficiency test ? a sample First Certificate in English test prepared by Cambridge University Press ? was administered to the subjects, and according to the results of independent samples t-test on subjects? scores on this test, it was found that all the subjects in both experimental group and control group had the same level of listening proficiency. First 24-min segment of the film `Matchstick Men? was captured and employed as the research material. Experimental group subjects (n=32) watched the film segment with captions, whereas the subjects in control group (n=34) watched the same segment without captions. The English language dependent measure consisted of a 16-item content-specific multiple-choice listening comprehension test devised by the researcher. The results of independent samples t-test procedures revealed that the students in the experimental group outperformed their peers in the control group. As a result, it was concluded that captions yielded highly positive effects on intermediate level EFL students? listening comprehension of a film segment. Moreover, subjects? perceptions of captioned film as an instructional material were examined by utilizing a questionnaire. According to the results of qualitative data, it was assumed that this multi-sensory (to view the video action, hear the spoken word, and see the printed text) presentation was perceived as a helpful and entertaining instructional material by the subjects. Furthermore, so as to find out if there were any factors which might have an effect on subjects? listening comprehension scores, two representative groups from the experimental group and control group ? four of the subjects having the highest scores and four having the lowest scores in each group (totally 16) ? were interviewed about their English language backgrounds and habits. Nevertheless, none of the factors investigated through the interview demonstrated a relation with subjects? listening comprehension scores. On the whole, these outcomes indicated that captioned films might offer an invaluable experience to intermediate level EFL students in terms of listening comprehension.Key words: authentic materials, films, captioning, listening comprehension, EFL, intermediate learners