Enhancing Productive Vocabulary Knowledge of Form-Meaning and Collocation of Secondary School Students Through Vocabulary Instruction Using Captioned Audiovisual Materials
Keywords:
vocabulary instruction, productive vocabulary knowledge, captions, audiovisual materialsAbstract
This study probed into the effects of vocabulary instruction using captioned audiovisual materials on productive vocabulary knowledge regarding form-meaning link and collocation of secondary students. In addition, the study explored students' opinions toward the vocabulary instruction using English captioned audio-visual materials. Twenty grade ninth students took part in this study. During the seven-week instruction, the class followed a three-stage process of vocabulary instruction adapted from Nation (2013), namely Noticing, Retrieval, and Creative Use, using English captioned videos as the input for learning form-meaning, and collocation. This study employed two research instruments: the pre and post productive vocabulary knowledge tests and the opinion questionnaire which aimed to gather students’ opinions towards the vocabulary instruction and the captioned audiovisual materials. The results revealed that students' productive vocabulary knowledge of form-meaning connection and collocation significantly improved. Students also reported positive opinions toward vocabulary instruction and the captioned videos. The findings suggest that the use of English captioned videos in the vocabulary instruction is effective for students’ development of productive vocabulary knowledge of form-meaning and collocation; however, materials should be carefully selected along with pedagogical instruction.
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