Contextualizing young learners’ English lessons with cartoons: Focus on grammar and vocabulary

AbstractThis study examined the effectiveness of authentic animated cartoons in teaching English to young Turkish learners. In this experimental study using pre and post-test design, a comparison is made between instruction based essentially on traditional grammar and vocabulary teaching and one that made use of authentic animated cartoons. Thirty 4th grade pupils studying in a private school took part in the study. The control group (n= 15) followed a traditional grammar-based syllabus for four weeks while the experimental group (n= 15) watched and made use of ‘The Simpsons’ as classroom material. Results indicate that the experimental group outperformed the control group in learning target grammar points and vocabulary items