Nihongo: The Cognitive Theory Of Multimedia Learning Theory

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Anime is a term for Japanese animation. It is an art form that expresses many things about Japan and its people. It is widely available outside of Japan. Most people rely on the fan subs created by others in order to watch and understand the shows. (Yegulalp, 2014)
Nihongo is the official language of Japan. Studying Nihongo includes the lessons in vocabulary, grammar, pronunciation, and writing systems. The Japanese grammar and pronunciation is very much different from the grammar and pronunciation in English. In Japanese, verbs usually come at the end of the sentence. In Japanese, there are no relative pronouns. Japanese has four writing styles. These are hiragana, katakana, kanji, and romaji. Each writing style has a specific
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It is a psychological phenomenon by which people tend to develop a preference for things merely because they are familiar with them. Its effect has been demonstrated with many kinds of things, including words, Chinese characters, paintings, pictures of faces, geometric figures, and sounds. In studies of interpersonal attraction, the more often a person is seen by someone, the more pleasing and likeable that person appears to be. (Zajonc, 2001)
The Cognitive Theory of Multimedia Learning is a theory introduced by Richard Mayer that states that the human working memory has two sub-components that work in parallel: visual and verbal. Learning can be more successful if both channels are used for information processing at the same time. (LearningTheories.com, n.d.)
The Cognitive Theory of Multimedia Learning influences the language acquisition theory. Many theorists and researchers in the field of language acquisition find that it is absolutely necessary to understand the interaction between language and cognition in order to explain the process of language acquisition. (British Council,
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Subtitled television programs appeared to be more beneficial for guided language learning since these programs entertain students and motivate better than anything else. With these, students put more effort to understand the teaching material. (Lekkai, n.d.)
There was a case study in Hong Kong that concentrated on the effectiveness of learning vocabulary through English news subtitles. The results showed that using English subtitles raises the learning motivation of the students and helps language learners develop their knowledge of vocabulary. (Wong, 2010)
There was also a study that used the Mere Exposure Theory as a guide. According to the results, mere exposure typically reaches its maximum effect within ten to 20 presentations, and some studies even show that liking may decline after a longer series of exposures. For example, people generally like a song more after they have heard it a few times, but many repetitions can reduce this preference. A delay between exposure and the measurement of liking actually tends to increase the strength of the effect. The effect is weaker on children, and for drawings and paintings as compared to other types of stimuli. (Boca & Ruggieri,

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