Using Cartoons to Help Students Learn English
by Tarun Patel, Asst. Professor, Department of Communication Skills, CHARUSAT
Abstract
With the recent development of EFL/ESL studies, researchers are using diverse directions to analyze the language acquisition of the young learners (YL) and are examining more day-to-day issues. What is widely accepted in this regard is that kids are basically prone to learn new ideas from their sources of entertainment rather than formal instructions, and that they usually cannot adhere to an instructional target set before them. Watching cartoons is indeed a ‘happy experience’ for the young children and is the basis for ‘an attractive and enjoyable learning environment’. Due to this entertaining appeal and their wide availability, cartoons have become one important resource from which today’s kids take a great amount of English language input and try to use that to communicate with people around them. The present paper overviews the content of some famous cartoons, delivers several case studies of some young kids and then shows how cartoon-watching has accelerated these youngsters’ English learning, and how it has influenced their language development in general. In addition, there is an attempt to demonstrate how the enthusiasm or high motivation, tender age, positive attitude and willingness for acculturation bridge between YL and L2 learning/acquisition.
Key Words
Watching cartoons, Learning English (L2), Young Learners(YL), Learning Environment, Language Development and use.
1. Introduction
Although in the last few decades a number of insights have been achieved through research on L2 learning/ acquisition, I personally believe that ‘Watching cartoons as a dynamic source of learning English for the young learners’ can act as a trigger for exploring new, exciting area of L2 learning/ acquisition. Youngsters like cartoons and they are highly motivated to pick up the language exposed before them through cartoons. Generally, language is an integral part of growing up and is necessary to communicate and participate in ones environment. And ostensibly, watching cartoons is the basis for ‘an attractive and enjoyable learning environment’ and here ‘language learning is a happy experience’ as it supports a relaxed atmosphere.
The paper aims at today’s kids who are tender in age, motivated to learn, positive in attitude towards the L2. Hence, the present paper overviews the content of some famous cartoons, delivers several case studies of some young kids and then shows how cartoon-watching has accelerated these youngsters’ English learning, and how it has influenced their language development in general.
In this connection, a word of caution is necessary. This research is an outcome of a triangulation of primary data, secondary data and theoretical assumptions. The insight is what has seemed to me to be compelling and may not be accepted by other researchers as such. ( In this respect, readers might like to read Harrison and Gough (1996) , a conversation between the two authors on what makes a piece of research compelling for one person but not another.) Nevertheless, I believe, you will be amazed at how much the paper has to offer; more importantly, you will find the journey as well as the destination equally exciting.
2. Cultural and educational context
Studying a second language is unlike studying most other subjects in that it involves taking on elements of another culture, while most other school subjects involve elements common to one’s own culture. With respect to language learning, therefore, the individual will have various attitudes that might apply to language learning, beliefs about its value, meaningfulness and implications, expectations about what can and can not be achieved. All of these characteristics originate and develop in the overall cultural context as well as the immediate family.
The educational context refers generally to the educational system in which the student is registered, and specifically to the immediate classroom situation. When considering the educational context, the focus is on the expectations of the system, the quality of the program, the interest, enthusiasm, and skills of the teacher, the adequacy of the materials, the class atmosphere, etc.
The two contexts do not operate in isolation of one another. They coexist in their influence on the student. In this regard, we should mention that the environment within which a young child is being brought up and the educational atmosphere that he/ she belongs to can influence the young learner’s level of language achievement and language development in general.
3. Why cartoons rather than formal instruction
4. How cartoons facilitate learning
5. Theoretical Assumption
6. Content of some famous cartoons
7. Observation
8. Conclusion
9. References
Canning-Wilson, C. (2000). “Practical Aspects of Using Video in the Foreign Language Classroom.” The Internet TESL Journal, Vol. VI, No. 11, Retrieved on 04 May 2006, from http://iteslj.org/Articles/Canning-video.html
Ellis, R. (1985). Understanding Second Language Acquisition.(pp.104-119). Oxford University Press.
Falk, J. (1978). Linguistics and language: A survey of basic concepts and implications (2nd ed.). John Wiley and Sons.
Gardner, R.C. (1982). Language attitudes and language learning. In E. Bouchard Ryan & H. Giles, Attitudes towards language variation (pp. 132-147). Edward Arnold.
Tankz alot 4 helping us(we) students.
thanks a lot.I REALLY enjoyed reading.wish YOU luck.