Cartoons as the Incidental Vocabulary Acquisition Tool for English Language Learners

Abstract

Incidental learning is a well-known process of acquiring new knowledge, vocabulary, or information without intention. Traditional or intentional learning is widely practiced in classroom environments, while incidental one receives less attention from educators, schools, and scholars. English Language Learners encounter various problems when they start learning the second language, including culture shock, lack of understanding of foreign culture, different contexts, and ineffective teaching strategies implemented by teachers. Many English Language Learners cannot communicate in a second language outside the classroom, yet, they are exposed to a variety of media, including cartoons and animated films, when they are at home. By using cartoons as the means of incidental learning among English Language Learners to acquire second language vocabulary, students could learn a foreign language faster. The current paper critically analyzes the benefits of incidental learning, the evidence of its effective implementation in the classroom with English Language Learners, and the results of previous studies using cartoons as the method of incidental learning among students, including English Language Learners. The paper recommends using incidental learning as one of the strategies to acquire second language vocabulary among English Language Learners. However, teachers must pair this practice with intentional learning to retain the results. Also, it is recommended to use cartoons with subtitles for students with basic or limited knowledge of a second language for effective accommodation and scaffolding of English Language Learners in general classrooms.

Створення Англомовного Цифрового Освітнього Середовища Для Дітей Дошкільного Віку: Лінгводидактичний Аспект

“…Other authors have noted the positive effect of watching TV shows by preschoolers as such activity expands their vocabulary [15] - [17].…”

“…The cartoon is the most adorable video material for children. They become highly motivated and interested in learning English via cartoons [17], [21], [22]. The synergy of voice and images helps understand the content better.…”

“…Vivid colours, excellent sound, music, artistic voiceover, 3D-animated events and characters of the cartoon grasp children's attention from the very first minute and make an immense positive impact on concentration, duration, switching, as well as on improving memory. As they are watching a cartoon, preschoolers learn new vocabulary and grammatical structures and shape their linguistic competence and listening comprehension skills [17] - [19], [21]. After having watched a cartoon several times, it is recommended to pronounce new vocabulary and speech patterns for the main characters in order to form rhythm, pronunciation and intonation skills.…”

The cartoon character syndrome: Navigating the impact on childhood development in the digital age

“…Exposure to diverse languages through engaging and entertaining content helps children grasp and retain new words more effectively. [ 10 ] Additionally, the context in which these words are used in cartoons aids in the comprehension and application of language in various situations. [ 10 ] Third, the visual and narrative elements of cartoon characters can significantly contribute to the improvement of writing skills in children.…”

Exploring the Experiences of English-Educated Parents in Supporting Their Very Young Children's English Learning

“…Watching cartoon films together and discussing English words with their meanings mentioned in the film is an interesting activity for parents to introduce English to young children, it can help children improve their pronunciation by introducing them to native English speakers ( Alghonaim, 2020). Watching videos or cartoons can help children acquire new vocabulary in a fun and interesting way (Singer, 2022). Discussing the meaning of cartoon films in Indonesian can help children actively engage with the material and develop their critical thinking skills.…”