Animation movies have become increasingly popular among people of all ages, including children. Sometimes, the use of slang in character dialogues can confuse or mislead young viewers. This study aimed to investigate slang words used in the animation “How to Train Your Dragon” (2010) since the dialogues are enjoyable, and the characters are intriguing to a wide range of audiences, though slang words in the movie could be identified and used as guidance for young children. As a result, the slang words used in the movie were identified and explained in terms of definitions in the context of use, categorized into designated types, and calculated using descriptive statistics, including frequency and percentage. The data used in this study were the script in the form of a PDF file derived from Netflix and online dictionary websites. It was found that there are 28 slang words that appear in the movie. There are five types of slang words including the most common type of Fresh and Creative, followed by Clipping, Imitative, and Flippant, respectively, while Acronym was not found. These slang words are useful for young audiences to make sense of the movie when guided by adult audiences, and they can be beneficial for ESL/ESL English learners who are interested in learning English through films.
动画电影越来越受到包括儿童在内的各年龄段观众的欢迎。有时，角色对话中使用的俚语会混淆或误导年轻观众。本研究旨在调查动画片《驯龙高手》（How to Train Your Dragon，2010 年）中使用的俚语，因为影片中的对白令人愉悦，人物形象引人入胜，吸引了众多观众，但影片中的俚语可能会被识别出来，并被用作对幼儿的指导。因此，我们对电影中使用的俚语进行了识别，并在使用语境中对其定义进行了解释，将其分为指定类型，并使用描述性统计方法（包括频率和百分比）进行了计算。本研究使用的数据是从 Netflix 和在线词典网站上获取的 PDF 格式的剧本。研究发现，电影中出现了 28 个俚语词汇。俚语有五种类型，其中最常见的是 "新鲜"（Fresh）和 "创意"（Creative），其次分别是 "剪辑"（Clipping）、"模仿"（Imitative）和 "嬉皮"（Flippant），而没有发现 "缩略语"（Acronym）。这些俚语有助于年轻观众在成人观众的引导下理解电影，也有利于 ESL/ESL 英语学习者通过电影学习英语。
{"title":"Analysis of Slang Words Used in the Movie “How to Train Your Dragon”","authors":"Nuntapong Wuttavipart, Nipat Pho-ong, Sutthasinee Ngamkaew, Pakjira U-thorn, Tawatchai Chaisiri","doi":"10.60101/jla.2023.4.2.2791","DOIUrl":"https://doi.org/10.60101/jla.2023.4.2.2791","url":null,"abstract":" Animation movies have become increasingly popular among people of all ages, including children. Sometimes, the use of slang in character dialogues can confuse or mislead young viewers. This study aimed to investigate slang words used in the animation “How to Train Your Dragon” (2010) since the dialogues are enjoyable, and the characters are intriguing to a wide range of audiences, though slang words in the movie could be identified and used as guidance for young children. As a result, the slang words used in the movie were identified and explained in terms of definitions in the context of use, categorized into designated types, and calculated using descriptive statistics, including frequency and percentage. The data used in this study were the script in the form of a PDF file derived from Netflix and online dictionary websites. It was found that there are 28 slang words that appear in the movie. There are five types of slang words including the most common type of Fresh and Creative, followed by Clipping, Imitative, and Flippant, respectively, while Acronym was not found. These slang words are useful for young audiences to make sense of the movie when guided by adult audiences, and they can be beneficial for ESL/ESL English learners who are interested in learning English through films.","PeriodicalId":489378,"journal":{"name":"Journal of Liberal Arts RMUTT","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For language learning, vocabulary is essential and of considerable importance. It broadens the abilities of language learners to establish effective communication, foster deeper comprehension, and plays a fundamental role in language proficiency level assessment. However, learners possess difficulty managing their vocabulary as it continues to expand as their language exposure increases, especially for beginners and second language learners. This article aims to provide concepts for those who are interested in acquiring vocabulary in a second language and seeking where to begin. It suggests the number of words learners should learn, the rationale, and resources to obtain vocabulary. It discusses the general concept of vocabulary acquisition, the role of memory in learning vocabulary, and certain useful vocabulary learning strategies for learners that facilitate their vocabulary acquisition.
{"title":"Enhancing Vocabulary Acquisition through Progressive Word Increments in English Language Learning","authors":"Mongkolchai Tiansoodeenon, Benjaporn Meeporm, Nutthapat Kaewrattanapat, Sarochrus Tarapond","doi":"10.60101/jla.2023.4.2.3172","DOIUrl":"https://doi.org/10.60101/jla.2023.4.2.3172","url":null,"abstract":"For language learning, vocabulary is essential and of considerable importance. It broadens the abilities of language learners to establish effective communication, foster deeper comprehension, and plays a fundamental role in language proficiency level assessment. However, learners possess difficulty managing their vocabulary as it continues to expand as their language exposure increases, especially for beginners and second language learners. This article aims to provide concepts for those who are interested in acquiring vocabulary in a second language and seeking where to begin. It suggests the number of words learners should learn, the rationale, and resources to obtain vocabulary. It discusses the general concept of vocabulary acquisition, the role of memory in learning vocabulary, and certain useful vocabulary learning strategies for learners that facilitate their vocabulary acquisition.\u0000 ","PeriodicalId":489378,"journal":{"name":"Journal of Liberal Arts RMUTT","volume":"51 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.60101/jla.2023.4.2.3460
Ma Zheyao, Supit Boonlab
Student cadres are the main force of student work in a university and the "key minority" among students. The efficiency of student cadres at the university directly affects the overall process of student work. The research objectives are: 1) to study factors of role productivity and work efficiency of student cadres in the university; 2) to study the factors that influence the work efficiency of student cadres in the university; and 3) to propose a new model for the work efficiency of student cadres in the university. This study takes ordinary students from Hainan Tropical Ocean University as the research object and uses a survey questionnaire as a data collection tool to conduct a survey on 630 respondents. 623 questionnaires were collected, with 616 valid questionnaires and an effective rate of 97.7%. The questionnaire had reliability (0.98) and validity (0.96). All respondents evaluated the leadership, executive force, learning ability, credibility, and innovation of student cadres. For university student cadres, leadership, executive force, credibility, and innovation are all related to their work efficiency. Multiple regression analysis (stepwise) was used to test the research hypothesis, and the results show that the productivity role of student cadres is closely related to work efficiency, and leadership, executive force, credibility, and innovation all have a significant positive impact on work efficiency.
{"title":"Factors Influencing the Work Efficiency of Student Cadres in the University","authors":"Ma Zheyao, Supit Boonlab","doi":"10.60101/jla.2023.4.2.3460","DOIUrl":"https://doi.org/10.60101/jla.2023.4.2.3460","url":null,"abstract":"Student cadres are the main force of student work in a university and the \"key minority\" among students. The efficiency of student cadres at the university directly affects the overall process of student work. The research objectives are: 1) to study factors of role productivity and work efficiency of student cadres in the university; 2) to study the factors that influence the work efficiency of student cadres in the university; and 3) to propose a new model for the work efficiency of student cadres in the university. This study takes ordinary students from Hainan Tropical Ocean University as the research object and uses a survey questionnaire as a data collection tool to conduct a survey on 630 respondents. 623 questionnaires were collected, with 616 valid questionnaires and an effective rate of 97.7%. The questionnaire had reliability (0.98) and validity (0.96). All respondents evaluated the leadership, executive force, learning ability, credibility, and innovation of student cadres. For university student cadres, leadership, executive force, credibility, and innovation are all related to their work efficiency. Multiple regression analysis (stepwise) was used to test the research hypothesis, and the results show that the productivity role of student cadres is closely related to work efficiency, and leadership, executive force, credibility, and innovation all have a significant positive impact on work efficiency.","PeriodicalId":489378,"journal":{"name":"Journal of Liberal Arts RMUTT","volume":"24 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objectives of this research were 1) to study the results of using board game to improve English vocabulary for upper primary school students in small and medium-sized schools, and 2) to study the students’ satisfaction after using board game. There were a total of 100 students: 50 students from small-sized schools, and 50 students from a medium-sized school. The samples were selected by using multi-stage sampling method. The research instruments were the English vocabulary board game, pre- and post-tests, a behavior observation form, an interview form, and a satisfaction evaluation form. Frequency, mean, percentage, standard deviation, and t-tests, were used to analyze the data. The research findings indicated that both small and medium-sized school students' scores were increased after using the board game at the statistically significant level of .001. Additionally, students’ satisfaction was at a high level supported by the observation data and interview results.
{"title":"English Vocabulary Board Game for Upper Primary School Students in Small and Medium-Sized Schools","authors":"Chayakorn Jeenpracha, Chayanin Pongtornvivan, Nattanan Wongsatit, Montchatry Ketmuni","doi":"10.60101/jla.2023.4.2.2814","DOIUrl":"https://doi.org/10.60101/jla.2023.4.2.2814","url":null,"abstract":"The objectives of this research were 1) to study the results of using board game to improve English vocabulary for upper primary school students in small and medium-sized schools, and 2) to study the students’ satisfaction after using board game. There were a total of 100 students: 50 students from small-sized schools, and 50 students from a medium-sized school. The samples were selected by using multi-stage sampling method. The research instruments were the English vocabulary board game, pre- and post-tests, a behavior observation form, an interview form, and a satisfaction evaluation form. Frequency, mean, percentage, standard deviation, and t-tests, were used to analyze the data. The research findings indicated that both small and medium-sized school students' scores were increased after using the board game at the statistically significant level of .001. Additionally, students’ satisfaction was at a high level supported by the observation data and interview results.","PeriodicalId":489378,"journal":{"name":"Journal of Liberal Arts RMUTT","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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