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Exploring the use of The Big Bang Theory in ESL teaching

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Abstract:
This qualitative case study investigated how adult ESL students in a postsecondary English for academic purposes (EAP) program in the Southwest region of the United States experienced The Big Bang Theory (TBBT) television sitcom as a source of humorous authentic teaching materials. Krashen's (1982) affective filter hypothesis served as the theoretical framework to explore 12 participants' experiences in terms of the affective factors of anxiety, self-confidence, and motivation. Corpus linguistics analysis revealed that 3.96% of all words spoken on the pilot episode of TBBT occurred more frequently in the academic writing section of the Corpus of Contemporary American English database compared to only 0.25% on the words in the pilot episode of Modern Family. These findings suggested the potential suitability of TBBT for use in EAP contexts to expose students to target academic vocabulary and content in a low-filter environment. Semi-structured interviews, observations, and interview guides revealed that TBBT reduced students' affective filters due to its inclusion of humor, authentic language, different communication styles, and different personality types. In contrast, participants reported that TBBT could increase students' affective filters due the show's rapid speed of dialogue, inclusion of potentially inappropriate topics or humor, or its unfamiliar words and content. With proper excerpt selection and preparation, these findings suggested that TBBT could be used to reduce postsecondary EAP students' affective filters. Further research is needed to understand how the use of TBBT may influence learning outcomes in EAP contexts.
Title: Exploring the use of The Big Bang Theory in ESL teaching.
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Name(s): Cook, Stephen Todd, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Other Date: 2019.
Publisher: University of West Florida,
Place of Publication: Pensacola, Florida :
Physical Form: electronic resource
Extent: 1 online resource (xi, 276 leaves)
Language(s): eng
Abstract: This qualitative case study investigated how adult ESL students in a postsecondary English for academic purposes (EAP) program in the Southwest region of the United States experienced The Big Bang Theory (TBBT) television sitcom as a source of humorous authentic teaching materials. Krashen's (1982) affective filter hypothesis served as the theoretical framework to explore 12 participants' experiences in terms of the affective factors of anxiety, self-confidence, and motivation. Corpus linguistics analysis revealed that 3.96% of all words spoken on the pilot episode of TBBT occurred more frequently in the academic writing section of the Corpus of Contemporary American English database compared to only 0.25% on the words in the pilot episode of Modern Family. These findings suggested the potential suitability of TBBT for use in EAP contexts to expose students to target academic vocabulary and content in a low-filter environment. Semi-structured interviews, observations, and interview guides revealed that TBBT reduced students' affective filters due to its inclusion of humor, authentic language, different communication styles, and different personality types. In contrast, participants reported that TBBT could increase students' affective filters due the show's rapid speed of dialogue, inclusion of potentially inappropriate topics or humor, or its unfamiliar words and content. With proper excerpt selection and preparation, these findings suggested that TBBT could be used to reduce postsecondary EAP students' affective filters. Further research is needed to understand how the use of TBBT may influence learning outcomes in EAP contexts.
Identifier: 1128883774 (oclc), WFE0000651 (IID)
Note(s): by Stephen Todd Cook.
College of Education and Professional Studies, Department of Teacher Education and Educational Leadership
Dissertation (Ed.D.) University of West Florida 2019
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
English language -- Study and teaching -- Foreign speakers
Mass media and education
Popular education
Dissertations, Academic
Academic theses
Library Classification: LD1807.F62j 2019 C665
Persistent Link to This Record: Read full text online
Host Institution: UWF
Other Format: Exploring the use of The Big Bang Theory in ESL teaching. (Print version:)
(OCoLC)1128883767

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