ҚАЗАҚСТАН РЕСПУБЛИКАСЫ

ҒЫЛЫМ ЖӘНЕ ЖОҒАРЫ БІЛІМ МИНИСТРЛІГІ

ҒЫЛЫМИ ЖОБА

Тақырыбы: Incidental learning of vocabulary through subtitled authentic video

Орындаған: Омарбек Әсем

Түлкібас, 2025 ж.

Ғылыми жобаның паспорты

Жобаның тақырыбы	Incidental learning of vocabulary through subtitled authentic video
Жобаның мақсаты мен міндеті	Бұл зерттеудің мақсаты субтитрлі шынайы бейне арқылы сөздік қорын кездейсоқ оқытуды дамыту болып табылады Міндеттері: - Сөздік қорды кездейсоқ меңгерудің теориялық негіздемесін беру. - Түпнұсқа бейнені көру студенттердің ағылшын тілінің сөздік қорын меңгеруіне көмектескенін анықтау.
Жобаның сипаттамасы	Ғылыми жоба мазмұннан, түйіндемеден, қысқартылған сөздерден, кіріспеден, негізгі бөлімнен, әдіснама бөлімінен, қорытынды, әдебиеттер тізімнен тұрады.
Түйін сөздер	Сөздік қор, кездейсоқ меңгеру, субтитрлі шынайы бейне
Жобаны орындау мерзімі	Қаңтар, 2025 ж.- Мамыр, 2025 ж.
Жобаның орындаушысы туралы ақпарат	«А. Оразбаева ат. ЖББМ» КММ «Ағылшын тілі пәні» мұғалімі.

CONTENT

Annotation
Science project passport
Abbreviations
1 INTRODUCTION	4
1 ENHANCING LANGUAGE LEARNING THROUGH VOCABULARY AND AUTHENTIC VIDEOS	6
1.1 The value of possessing a wide range of vocabulary	6
1.2 The significance of subtitled authentic videos in the EFL classroom	11
2 INCIDENTAL LEARNING OF VOCABULARY THROUGH SUBTITLED AUTHENTIC VIDEO	15
2.1 Setting and participants	15
2.2 Data collection instrument	15
2.3 Research design	19
2.4 Findings	19
CONCLUSION	29
REFERENCE	32
APPENDIXES	33

INTRODUCTION

Actuality: In the modern world, English language instruction is important because of scientific, technical, and globalization advancements. Thus, being able to communicate successfully in one's native tongue plus at least one foreign language—especially English - is one of the most important talents needed in today's globalizing world. It is common knowledge that English is the most widely spoken language in the world. We may reach many other cultures thanks to English. When we travel to another nation, we are unable to speak in our native speech.

It is thought that a major component of any language learning program is studying vocabulary, which is the foundation of all languages. Speaking, listening, reading, and writing are the four language abilities that a foreign language student will struggle with if they don't have a sufficient vocabulary. The teaching and learning of foreign languages have been greatly aided recently by new developments in technology in general and multimedia in particular. Teachers benefit from multimedia technology by having access to real materials that further enhance language acquisition. Examples of multimedia technology include TVs, PCs, networks, email, video cassette recorders, compact disc ready-only memories, and interactive multimedia. Numerous scholars have provided compelling evidence that multimedia, with its rich and real intelligible information, can be beneficial for language learning.

The younger generation, known as "digital natives," prefers to acquire language through immersive and organic experiences because they grew up in a multimedia-rich environment. The educational system is in need of creative teaching methods and resources that can give students a lot of input in a real target language context, as it might be difficult for teachers to give students these kinds of possibilities. The rapid advancement of technology has led to significant advancements in language learning, particularly in the area of vocabulary acquisition. In this sense, learners have been exposed to a variety of language through authentic resources thanks to the development of technology, particularly multimedia technology. Because of this, audio-visual materials—especially movies—are among the best resources for helping learners in the modern era acquire vocabulary on their own.

One of the most often used multimedia resources in language schools is video since it facilitates material display, improves lexical and grammatical acquisition, and deepens comprehension. Teachers are being urged more and more to employ multimedia resources in language schools, such as audios and videos, since they appear to be more practical, amusing, and frequently quite helpful.

We are putting students in a situation where they may continue to expand their vocabulary independently of the teacher by piquing their interest in authentic movies with subtitles and boosting their self-assurance in their ability to use such videos as learning aids.

However, learners may occasionally find it difficult to understand video materials without being given subtitles in either the mother tongue or the target language, depending on their degree of language skill and the movie's vocabulary. Therefore, watching foreign-language films with subtitles is an important part of education that has been proved to greatly aid in the acquisition of vocabulary as well as other language skills. Under these circumstances, vocabulary grows naturally as students attempt to comprehend the subject matter by using spoken language that they are not entirely comfortable with. Specifically, watching movies with subtitles can be a really useful method for introducing pupils to real-world communication language.

The purpose of the present study is to develop incidental learning of vocabulary through subtitled authentic video

The objectives of the study:

• Provide a theoretical justification of vocabulary learning

• To determine whether the participants found that watching authentic video helped them to increase their knowledge of English vocabulary.

The object of the study is to encourage incidental learning of vocabulary through subtitled authentic video

The subjects of the study are 8^th grade students.

The theoretical significance of the study was the books and researchers of such foreign methodologists solving the problems of determining vocabulary learning through subtitled authentic video

The practical value of the work lies in the fact that as a result of our study subtitled authentic video can be applied in the pedagogical practice in other words in improving 8^th grade students’ vocabulary knowledge.

Methods of research include an empirical investigation of theoretical and methodological literature on a specific issue, as well as a practical way of improving vocabulary knowledge through subtitled authentic video.

The structure of the work: introduction, main part, conclusion, list of reference

1 Enhancing Language Learning Through Vocabulary and Authentic Videos

1. The value of possessing a wide range of vocabulary

Vocabulary is an important tool for the students to use language effectively. It is one of the elements of a language. Everyone uses vocabulary as communication tools in a language to express their idea or opinion in written or oral forms. Hence, vocabulary gives the effect of all skills, without having vocabulary the students cannot master a foreign language. Therefore, in order to master in listening, speaking, reading, and writing as the four skills, students need to learn the language component which is vocabulary. So, vocabulary is one of the must components that a learner needs to know while learning a language. In the words of Thornbury, “All languages have words, language emerges from first as words both historically, and in terms of the way each of us learned our first and any subsequent languages” [1, p.67]. He means to say that every language emerges with words and learning language means producing a single word rather than a complete form of sentence. Therefore, the language teacher should focus on vocabulary teaching before teaching other skills of language.

The acquisition of vocabulary is a crucial component of language in order to communicate effectively. The reason for this is because when we discuss language, one of the things that consistently comes to our minds is vocabulary. Because of this, vocabulary is an essential component of language that must be acquired in order to acquire a language, particularly in order to communicate effectively with other people within the language. When it comes to mastering English, the first thing that English language learners should focus on is expanding their vocabulary. This is in addition to the other English skills and components that they should acquire. As noted by Fatemeh Alipour Madarsara and others, "Vocabulary has been an underrated area for a long time, despite the fact that it is quite vital for the mastering of language" [2, pp.23-34]. For this reason, vocabulary is an essential component in the process of language acquisition. Students are encouraged to develop their language skills through the use of word mastery. According to Cammeron, vocabulary, which is considered to be one of the knowledge categories of language, plays an important part in the process of learning a language for students [3, p.256]. This indicates that vocabulary is the most essential and fundamental component of learning a foreign language than any other feature. As a result, vocabulary can be defined as a collection of all the words that a person is able to comprehend or all the words that they utilize to form new sentences. As a consequence of this, vocabulary is a collection of terms that can be comprehended and utilized by everybody. Being able to understand information that is read or heard, and being able to effectively communicate through speaking and writing in a way that others can understand, are both equally important skills.

McCarthy asserts that "Communication in L2 just cannot happen in any meaningful way if words to express a wider range of meanings are not mastered, regardless of how well students learn grammar or how well they understand the sounds of their second language"[4, p.45].

Actually, a lot of academics, including Harley, think that vocabulary acquisition is an integral aspect of education for every learner [5, pp.3-11]. According to O'Rourke, vocabulary has an impact on students' beliefs, behaviours, goals, and success - particularly when it comes to academic performance [6, p.36].

• According to Brett, the following are some advantages of expanding

one's vocabulary: Ability to express what you mean: This makes it more likely that

others will get what you're trying to communicate.

• Expanding your working vocabulary can help you comprehend people

who may speak the same language as you but have a unique "dialect" of their own. This is similar to how acquiring a second language can help you understand people from other nations.

• Assists you understand what you read. Having a strong vocabulary is

essential for comprehending the content of the books and articles you read, as well as for aiding in your understanding of others.

• Helps one become a more knowledgeable and engaged citizen: The

more adept you grow at comprehending news and current affairs.

• Boosts the capacity to grasp concepts and think more critically

and logically: Although we frequently believe that our words shape our thinking, the opposite is also true.

• Enables efficient communication: a skillful command of language and

the capacity to choose the ideal words to convey a certain message.

• Assists in creating a positive impression on others: A significant

portion of your impression is formed by your level of articulation [7, p.56].

Accordingly, vocabulary is an essential component of learning a foreign language because it typically enables pupils to talk more clearly and express themselves more effectively. This is the first step in expanding your vocabulary, as it is hard to perceive or communicate skillfully if you do not have the necessary knowledge and communicate frequently in that language. Word acquisition, on the other hand, may be considered to be the outcome of unintended vocabulary learning rather than the consequence of active word learning. Learning new words on the fly in relevant situations is the objective of incidental vocabulary learning, which is designed to assist students in picking up new words instantly so that they can use the terms with ease even if they happen to learn them by mistake. According to Amirreza Karami and Freddie A. Bowles, accidental vocabulary learning is the process of picking up a term without planning to do so [8, pp.25-43]. To put it another way, it is the process of spontaneously picking up a term.

Incidental learning refers to the act of acquiring knowledge in a manner that is unanticipated or by chance, without making a conscious effort to conduct an analysis of the language that is acquired. Under the definition provided by Mark Mayzner, unstructured learning is defined as learning that takes place without any specific guidelines or objective, and it is intended to examine the activity or subject matter that is being investigated [9, pp.39-47]. Consequently, incidental learning takes place in the context of other experiences or activities and takes place outside of the setting that is considered to be adequate for learning. When it comes to learning anything new, incidental learning is the primary action that occurs, such as when viewing movies. Regardless, unintentional vocabulary acquisition is characterized as a learning process in which we choose not to study extensively even when we are aware that we are learning. This is the case even when we are conscious that we are learning. In addition to this, the acquisition of a language is a natural consequence of any action that does not involve the expansion of one's vocabulary. The increase of a child's vocabulary is typically the result of a child's accidental discovery of new terms within their lexicon. However, students engage in incidental learning when they participate in other activities that provide the impression that they are learning a language. For example, watching movies with English subtitles could be a great example. Accidental vocabulary acquisition is therefore the most effective approach for assisting individuals in the process of language acquisition. Even though paying attention to words is the most important part of the incidental vocabulary learning approach, it is also possible to learn words in a natural way through the process of incidental vocabulary acquisition. As a result, reading, watching a movie, and listening to someone’s talk are all examples of activities in which listeners have the opportunity to hear words in context and phrases. In order to guarantee the success of this type of education, a number of different components are coupled are brought together.

If students use the animated film as an amusing instrument for incidental English vocabulary learning, they will be able to use media better, particularly films, to expand their vocabulary. This is especially true when it comes to using films and other forms of media.

Through the use of movies as a medium for vocabulary study, students will significantly improve their vocabulary acquisition as well as their proficiency in other language components in order to establish the expectation that children would comprehend the meaning of a language. In the meantime, watching this animated film will encourage the development of children's English language skills. If this is the case, then the storyline of the animated film will make it possible for them to convey new information that they observe or hear.

Acquiring vocabulary is a crucial aspect of acquiring a second language. You cannot accomplish anything in a foreign language if you do not know the definitions of the terms you use. The smallest meaningful unit of language is a word.

Incidental and Intentional Vocabulary Learning

There are essentially two instructional approaches used in teaching and learning a FL vocabulary: accidental vocabulary and deliberate vocabulary (Figure 1).

Figure 1. Types of vocabulary

Incidental learning is the process of picking up knowledge without intending to. Additionally, it involves learning one subject with the intention of learning another. Incidental learning is seen as an efficient method of learning vocabulary from context in terms of language acquisition.

Krashen defines incidental acquisition as the process of learning a new language that occurs unintentionally when learners are not aware that they are doing so because their "conscious attention is on the message, not form." This is because learners are concentrating on the meaning of the language rather than its form." This method "is identical to what has been referred to as 'incidental learning,'" he continues the discussion [10, p.67]. When it comes to the acquisition of vocabulary through accidental means, Nation and Barcroft place a strong emphasis on the significance of the context [12, pp.319-333], [13, p.178], whilst Gass describes it as "A by-product of other cognitive exercises involving comprehension" [11, pp.319-333,]. For instance, according to Nation, "reading or listening to normal language use while the major emphasis of the learners' attention is on the content of the text" might result in the unintentional acquisition of new words. This is because the learners' attention is focused on the meaning of the text. When it comes to learning new terms from context without attempting to, such as when having a conversation or reading a text for meaning, Barcroft proposes the term incidentally oriented vocabulary learning. This phrase describes the process of acquiring new words spontaneously. His definition of it is "the process of digesting new words as input and inferring the meanings of those words."

Better memory and deeper mental processing are facilitated by incidental vocabulary. By using the hints provided in the text, the students completely engage in the process of figuring out the meaning. They consider and reconsider the new words, engaging in cognitive processes that aid in the learners' longer-term word retention. Both the productive and receptive parts of language are involved in the cognitive process. In addition to understanding the meanings in the text, learners also comprehend common lexical sets, related grammatical patterns, and the normal correlation of a word with its context. Fluency is enhanced in learners who acquire vocabulary through intensive reading as well. When reading, learners focus more on word groups than on individual words. According to Hulstijn and Laufer, words that students encounter while learning incidental vocabulary will be stored in their long-term memory and enable them to employ them more comfortably in a variety of contexts [14, pp.539-558].

According to Richard and Schmidt, accidental learning is when someone learns something without intending to and when they plan to learn something else [15, p.217]. “New knowledge or competencies that learners acquire as by-product, that is when they do not specifically intend to learn them,” according to Yali G., is what is meant to be understood by the phrase incidental learning [16, pp.74-93]. which implies that terms that pupils learn or may encounter when engaging in reading or listening exercises.

Intentionally learning is a term entails becoming familiar with both its meaning and form. To commit lexical information to memory, Hulstijn defines purposeful vocabulary learning as "any activity" [17, pp.258-296]. Incorporating the learner's awareness is the essence of deliberate learning. In general, learning that is goal-directed and driven by goals is referred to as purposeful learning. According to Brown, the phrase "intentional learning" refers to a cognitive process where learning is the primary objective rather than an accidental consequence. It highlights the awareness of education [18, pp.136-163].

On the other hand, because students are more likely to memorize facts by rote, intentional vocabulary learning based on synonyms, antonyms, word substitution, multiple choice, scrambled words, and crossword puzzles is less successful. Without using their cognitive processes, they memorize the meaning of the new words. Only a small percentage of words acquired using this approach become active processes. On the other hand, reading new words and deducing their meaning from context will be more beneficial as it improves guessing skills. Students can gradually grasp the word and deduce the broad import by practicing guessing. Therefore, guessing is a crucial part of acquiring new language. Both competent and low proficiency learners might benefit from guesswork. The act of guessing helps students focus more, and when they discover new words from dictionaries after guessing, they may remember them for longer.

Learning a second language can involve spending months or even years on deliberate study, during which thousands of words and grammatical terms are committed to memory. Alternatively, it can involve incidental learning, in which a learner picks up language structures and vocabulary through participation in a variety of communicative activities, such as reading and listening, with the emphasis being placed on meaning rather than form. At this point, Hulstijn is referring to this. In the area of vocabulary, the most common examples of both incidental and purposeful acquisition may be found [19, pp.1-5].

Numerous vocabularies are inadvertently acquired through prolonged reading and listening, as noted by Hunt and Beglar. As a result, encouraging students to read and listen widely can give them excellent chances to pick up new vocabulary [20, p.45]. With the exception of the first few thousand most common words, learning vocabulary in Coady also primarily involves reading a lot and making educated guesses about the meaning of unfamiliar words [21, pp.3-23]. This process, which is a result of reading and not the primary goal of the cognitive activity, is the incidental learning of vocabulary for the acquisition of new words. As Hunt and Beglar note, incidental vocabulary learning can be a helpful strategy for language learners of all skill levels [20, p. 45].

Ahmad further contends that in order for learners to remember vocabulary for a longer amount of time, they must encounter words in a variety of semantic and syntactic situations. As a result, movies with audio-visual elements provide a rich source for incidental vocabulary learning. Subtitled movies are an excellent source of teaching material because they offer real-world context, opportunities for word repetition, language that is spoken at a normal pace, and a mix of verbal and nonverbal communication along with visual and auditory stimulation [22, pp.71-79]. All of these features help learners acquire vocabulary. The qualities of subtitled movies that still require further investigation are their ability to promote vocabulary acquisition, especially in light of their significant value in English Language Teaching.

2. The significance of subtitled authentic videos in the EFL classroom

Numerous academics have stressed how crucial it is to teach English language learners using real content. Consequently, some academics made an effort to define authentic material precisely.

The Greek term authentikos, which meaning author, authority, original, and primary, is the source of the modern word authenticity. The most common definitions of authenticity are "genuine" or "real." "A text can only be truly authentic........ in the context for which it was originally written," according to Sherman [23, p.89].

"A genuine text is a stretch of real language, written by a real speaker or writer for a real audience and aimed to convey a real message of some sort," according to another definition of authenticity put out by Thamajaro [24, pp.113-120]."Put another way, authenticity might be assessed based on the learner's degree of participation and could be reached through analysis or clarification.

More broadly, the term "authenticity" refers to concepts like "realness," "truthfulness to origin," and in the context of English Language Teaching (ELT), it refers to tasks, learning materials, and written and spoken texts. In ELT professional discourse, the term "authentic" has eight definitions, including "the language produced by native speakers for native speakers in a particular language community."

Authentic materials are those that were not developed with the intention of being used for the purpose of imparting language training. A further point to consider is that authentic content is language that is normal and natural, spoken by native or proficient speakers of the language. "Naturalness of form, as well as suitability of cultural and situational context that would be found in the language as it is spoken by native speakers" are traits that are associated with authentic language resources. The term "genuine content" refers to actual materials that have been prepared for native speakers and incorporate the manner in which native speakers naturally use the language for conversation.

Ahmad claims that it "offers variety and entertainment, presents realistic slices of life, gets students talking, and provides visual support" [22, p. 87]. Students can now acquire words and expressions that are directly related to non-verbal cues (gestures, visuals, and situations) thanks to the movie.

The real films appear to be a highly practical and appropriate method for raising pupils' proficiency in a variety of areas, including speaking and listening. These films use facial expressions and gestures to help and inspire pupils to improve their skills.

The motivation of language learners is positively impacted by authentic films in ESL or EFL lessons. This implies that learners will be driven by the various facts shown in the authentic films, including the image, the language employed in the video, and the content, which will change the learning environment in the classroom.

The use of real-world videos that showcase native speakers' language is crucial in EFL classes. While watching videos can be very beneficial, learners may find it difficult to understand what the video is showing if they only rely on listening. For this reason, subtitles play a critical role in helping students understand the input. Some academics claim that watching films with subtitles can help learners become more proficient in the target language by introducing them to new vocabulary and rich contexts.

In EFL lessons, subtitles can be utilized in conjunction with real movies to enhance vocabulary development and word recognition. In order to give a better and maybe more durable mental representation of both new and old lexical elements, this environment offers authentic input through three different channels: written text, vocal text, and visuals.

One can acquire knowledge through taste alone (1%), touch alone (1.5%), smell alone (3.5%), hearing alone (11%), and sight alone (83%). We are capable of the following absorption and retention: 10% from the readings, 20% from the hearings, 30% from the seeing, 50% from the hearing and seeing, 70% from the talking and discussing, and 90% from the speaking and acting on what is said. Empirical research indicates that after four days, 10% of the information is retained orally, 20% is retained visually, and 65% is retained orally and visually. Numerous researches have been done to determine how multimedia affects learning second and foreign languages. Some of these studies have suggested that visual resources, particularly those with subtitles, might be extremely helpful to EFL learners in expanding their vocabulary in these languages.

Aurstad claims that subtitles aid in our English language learning in four main ways:

• accelerating reading comprehension and speed,

• gaining more acquaintance with a language's sounds and vocabulary,

• Increasing our lexicon and

• enhancing grammar and word recognition [25, p.49].

The information in the subtitled film is presented in a way that makes it easier for pupils to grasp what is spoken, and it also provides a rich context for learning a foreign language. There are various ways that watching videos with subtitles might lead to language learning. Thus, in addition to learning the meaning of words, students may also learn the meaning of expressions, common sentences, and sentence constructs, as well as when to apply them. Enhancement of specific word and sound pronunciation is possible, as well as the capacity to differentiate between several accents (e.g., British and American). When students watch audio-visual aids with subtitles, they may learn how to create proper phrases and differentiate between formal and colloquial meanings in spoken language, such as slang or aristocratic.

When watching movies or any other visual content with subtitles, it is essential to do so since the sound, pictures, and subtitles all work together to increase learning. This makes it a very interesting activity. One more approach to think about subtitles is as a tool to assist students in expanding their vocabulary. This is because subtitles not only present students with new terms but also assist them in comprehending those words within the context of their application. It is also possible that the addition of subtitles will help children improve their spelling because it will assist them in comprehending the way words are written.

Subtitled videos have both advantages and disadvantages. There are several advantages of using real films with subtitles in EFL sessions. For starters, students will feel less stressed and anxious when they are faced with new vocabulary. Additionally, it enables educators to include diversity and, to a certain degree, realism into the classroom. Furthermore, by discussing the content of the video and sharing their experiences with others, students can bring their own prior knowledge and experiences into the classroom after watching videos with subtitles. Because the verbal and imagery systems are engaged, there is also the added benefit of increased learning capacity and improved performance. In addition to enjoying movies or documentaries from different cultures and nations, subtitled videos are a highly helpful tool for language learners to pick up new vocabulary. Real videos with subtitles assist kids in learning how to pronounce new words, which helps with lexical acquisition. Videos with subtitles encourage students to study the language in different contexts; for example, they watch English-language films and listen to English-language news. Ultimately, seeing these kinds of movies will improve learners' comprehension.

Additionally, watching movies with subtitles may induce students to get dependent on the captions rather than challenging themselves with the aural information, which may lead to indolence, divert attention, and force students to grow dependent on the captions. The use of subtitles has a number of disadvantages, one of which is that it prevents the development of listening skills such as guessing and interpreting meanings based on visual signal. A further feature of the already abundant audiovisual content that is distracting is the subtitles, which carry the risk of "overloading the learner's comprehension ability." Therefore, due to the fact that videos provide students with a great deal of information, the subtitles may cause them to become confused because of the amount of information that they transmit. Individuals who are well-read and hence able to swiftly scan the subtitles are usually featured in videos that include subtitles. The consequence of this is that pupils who have a weak capacity for reading comprehension could have a difficult time concentrating on the subtitles or the video itself.

When captioning was originally implemented for use in schools teaching foreign languages, it was supposed to be a technique to raise learners' attention, reduce anxiety, provide students with quick confirmation of their knowledge of what was heard, and boost students' motivation. The use of subtitles has several benefits; it encourages students to learn, and it also helps them feel safe and confident in themselves. Additionally, it can assist language learners in being more aware of their speech and in discovering new words. Besides, the disadvantages of subtitling should not be ignored, despite the fact that it has a lot of benefits. An example of this would be the slow development of the habit of reading subtitles, which can lead to a false sense of assurance. Despite the fact that the majority of English teachers utilize films with English subtitles in their lessons for students studying a foreign language, films with subtitles in the target language are better suitable for usage as foreign language learning resources for English individuals. One of the most significant limitations of English subtitling is that it does not take into account the level of listening ability. On the other hand, watching programs that are subtitled in the indigenous language is one of the most effective ways to learn a language. These individuals assert that language learners are able to comprehend and acquire language to a larger level due to the fact that word borders are distinct and there are no variances in accents. In the subsequent listening tests, the participants were given sentences that were taken directly from the script, and then they were immediately followed by four single words that were provided verbally as well. These single words included one essential word that was part of a sentence that they had just heard, as well as three distractors. According to the results of the tests, the students' ability to recognize the essential words when they later heard them again was greatly better when they were provided with subtitles during the movie.

2 Incidental learning of vocabulary through subtitled authentic video

Our objective is to investigate whether or not incidental learning is useful in boosting vocabulary acquisition among eighth graders by means of performing experiments and analyzing data. Teachers that are interested in enhancing language learning practices for students of this age will find this research to be quite helpful in providing significant insights. This cross-sectional study provides a description of the procedures that were applied in the research as well as the individuals who participated in the research.

2.1 Setting and participants

In the course of our research, we gathered responses from students in the eighth grade. These students were between the ages of 13 and 14, and they were learning English with a background in Kazakh (Table 1). Between the dates of February 5th and April 30th, 2024, all of the participant data and research outcomes were gathered. Class periods lasted for forty-five minutes and were held three times a week in accordance with the curriculum of the school. Following is a list of the educational institutions where the survey was carried out: Secondary schools named after A.Orazbayeva and A.Makarenko

Table 1. Participants’ Information

	Total	46	%
Gender	Boys	19	41.3%
	Girls	27	58.7%
Age	13	32	69.6%
	14	14	30.4%
Mother tongue	Kazakh Uzbek	42 4	91.3% 8.7%

2.2 Data collection instrument

During data collection, the we utilized two research tools: observation and questionnaire. The focus is on investigating the learning process of incidental vocabulary through animated films. The goal is to understand the conditions under which students are able to learn incidental vocabulary through subtitled authentic videos and identify the factors that contribute to their success in doing so. The stages involved in data collection are thoroughly examined. We provided an observation sheet with various categories to determine the circumstances in which students encounter vocabulary. Following this, students watch animated films and record the vocabulary they come across. Additionally, questionnaires were conducted with participants which were control group and experimental group. The participants in this study included eighth grade students from the secondary schools in Turkistan and Shymkent city. The data collected from observations will be analyzed first, followed by the data gathered from interviews. There are two meetings per week for this study, during the six weeks we integrated the movies taking place on Wednesday and Friday. The study involves analyzing two subtitled videos: "Mulan", "The Honest Woodcutter" etc. you can take a look in the table (Table 3).

The selection of "Mulan" and "The Honest Woodcutter" as teaching materials holds several advantages for language learners. Both cartoons offer rich cultural content and captivating narratives, making them not only entertaining but also educational.

"Mulan," a beloved Disney animated film, provides a compelling storyline set in ancient China, showcasing themes of courage, identity, and honor.

"The Honest Woodcutter," a classic fable, offers moral lessons and character development within a simple yet engaging plot.

Using popular cartoons like "Mulan" and "The honest woodcutter" in teaching English provides numerous benefits. These cartoons not only entertain but also serve as valuable educational tools. Firstly, they offer cultural enrichment by providing insights into different cultures, fostering a deeper appreciation for cultural diversity and understanding. Additionally, these cartoons present authentic language use within engaging storylines, allowing students to enhance their comprehension and vocabulary skills, especially with the support of subtitles. The vibrant visuals and captivating animations in both cartoons enhance student engagement, aiding in comprehension and retention of language concepts. Moreover, the compelling narratives and relatable characters in "Mulan" and "The Honest Woodcutter" spark students' interest and motivation, keeping them engaged in language learning.

The process of incidental vocabulary learning for students takes place in school classrooms, where they utilize the interactive board to watch. There were two meetings per week for this study, taking place on Friday and Saturday. The study involves analyzing six subtitled videos: "Mulan" and "The Honest Woodcutter".  The process of incidental vocabulary learning for students takes place in school classrooms, where they utilize the interactive board to watch. We explored the factors that contribute to the success of students in incidental vocabulary learning through careful observations. Thus, by utilizing this observation, it becomes more convenient for researchers to understand the circumstances in which students naturally learn new words while watching films. Therefore, English subtitles are utilized by researchers while watching movies. Furthermore, 4 closed-ended questions were asked to gather numerical data. Every week, film students were assigned a task to identify and record any unfamiliar words they encountered while watching movies, either by guessing their meanings or by noting the words they were curious about. Below, you can find all the data utilized in our research work.

Table 2. Questionnaire

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way. Сөздік қорды фильм субтитрлерімен үйренген қызық.
2. I prefer to learn vocabulary from subtitled videos rather than books. Мен сөздік қорымды кітаптардан қарағанда фильм субтитрімен үйренгенді жөн көремін.
3. Subtitled video makes vocabulary learning easier. Субтитрлі фильмдер сөздік қорын үйренуді жеңілдетеді.
4. We unconsciously learn vocabulary while watching videos with subtitles. Субтитрмен фильм көріп отырып, сөздерді бейсаналы түрде үйренуге болады.

Figure 2. Activity

Table 3. The list of Movies

1	Mulan
2	The Honest Woodcutter
3	My Dear Robby
4	The war of Robots
5	Wishes Granted
6	The Blossom Tree

2.3 Research design

We utilized a selection of films for students to view in order to conduct observations.

Two meetings are scheduled every week. From the data presented in table it is evident that a different film title is utilized every week. It's fascinating to see the level of enthusiasm students maintain during the initial moments of watching animated films, as they eagerly absorb new vocabulary without even realizing it. After watching the animated video, students are given the opportunity to record their findings through an activity. The observer closely monitored the students' actions while the film was playing and took meticulous records of the precise instances when they encountered unfamiliar words. Some students have a preference for watching movies, while others find it challenging to stay focused.

During class, certain students may lose interest and fail to pick up on new vocabulary, while others actively pay attention to movies and make note of any unfamiliar words they encounter. Throughout the research process, students encounter a wide range of vocabulary. When faced with unfamiliar words, it is recommended to utilize resources such as dictionaries or Google Translate to comprehend their meaning. This aids students in retaining the newly learned vocabulary in their memory. In addition, students can engage in conversations with their friends about any unfamiliar words they encounter while watching movies, as long as they are already familiar with them.

The researcher does not impose a requirement on students to actively search for new vocabulary in every single conversation. Instead, the researcher encourages students to freely acquire new words whenever they come across them. Learning incidental vocabulary can be an engaging experience for students. Similarly, the researcher occasionally interrupts certain dialogues that students request in the film. This is because students may come across familiar vocabulary, but struggle to understand the fast-paced speech. However, it is done carefully, as they tend to pick up incidental words without focusing too much on them.

Researchers provide valuable assistance to students in various ways. Therefore, students can enjoy movies which are more lighthearted. The researcher focused on exploring the process of incidental vocabulary learning, examining the various conditions and evaluating the level of success achieved in this type of learning. However, students have the opportunity to effortlessly acquire new vocabulary and expand their word bank through exposure to subtitled videos. They can easily remember and retain the vocabulary they come across. Researchers have devised a method for students to enhance their observation skills by allowing them to contribute to filling a paper with new words encountered unintentionally. Students are encouraged to record the vocabulary they learn from the video. Learners are engaged in watching animated films and having discussions with their friends. They discovered some words which seemed familiar to them, but they were unsure of their meaning. The researcher then recorded the amount of time they spent encountering these unfamiliar words. When students successfully retain a wide range of vocabulary, it signifies their acquisition of a substantial number of words in memory; however, if students do not acquire a significant amount of vocabulary, it implies a lack of active engagement in reading or expanding their vocabulary.

The impact of students' motivation to acquire vocabulary incidentally.

It is impressive to see how students are eager to delve into vocabulary by using subtitled videos. When individuals are motivated and eager to learn, their curiosity and enthusiasm for acquiring new vocabulary increases. Based on the feedback from students during the questionnaire, it was found that they expressed a desire to incorporate media sources into their English learning activities, particularly for vocabulary. They found it to be an engaging and enjoyable approach, although they did mention that it could become slightly monotonous if used excessively. During the interview, one student expressed a desire to explore the use of movies as a tool for vocabulary collection, despite the possibility of getting bored quickly. On the other hand, another student showed a preference for using alternative media like songs or content from TikTok to enhance their English vocabulary. This highlights the difference in their chosen learning resources. By incorporating familiar movies and songs into our daily routines, we can effortlessly expand our vocabulary and retain new words in our memory.

Essentially, some students were able to pick up vocabulary that they had encountered briefly before, even if they did not fully understand the meaning. Furthermore, there were also students who showed less enthusiasm for utilizing films as a means of acquiring vocabulary or for their personal collection. Instead, they preferred to utilize songs or the TikTok application, as they found it to be an effective way to expand their vocabulary. They pick up vocabulary from video due to exposure in books, songs, and social media, despite not frequently utilizing these sources. Meanwhile, some students acquire vocabulary through various sources, including the influence of others. Students can effectively expand their vocabulary by incorporating films into their daily lives, as they provide a unique opportunity to explore new words and phrases. However, students often encounter unfamiliar vocabulary, indicating that there is a room for improvement in their vocabulary acquisition. It proves that many students struggle with understanding the meaning of certain words

.

4. Findings

There were 46 students from Nurtas Ondasynov School and School № 57 who took part in the study. Out of the total number of students, 46 were chosen to receive the findings of our research. This included 22 students in the control group and 24 students in the experimental group. An analysis was conducted on the pre-test and post-test results of the research questionnaire for both the experimental and control groups, before discussing the results of the research. The analysis was presented using tables and charts. Afterwards, a comparison table was made to analyze the findings of the control and experimental groups from the same school. At the start of our research, we conducted a pre-test with both the control group and the experimental groups to assess their individual attitudes. Here is a table that displays the comparison of results from the practical and experimental work conducted at Nurtas Ondasynov School. The data is presented in percentage terms.

Table 1. Pre-test of Control group students at school Nurtas Ondasynov

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	18,2%	18,2%	63,6%
2. I prefer to learn vocabulary from subtitled videos rather than books.	18,2%	36,4%	45,5%
3. Subtitled video makes vocabulary learning easier.	18,2%	45,5%	36,4%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0%	18,2%	81,8%

In the research conducted at the Nurtas Ondasynov school in Turkestan, it was found that 18.2% of students in the control group had a neutral opinion about learning vocabulary through subtitled videos, based on their pre-test results. According to the findings, a significant portion of students, approximately 18.2%, express their dislike towards the use of subtitled films for learning English vocabulary. On the other hand, a majority of students, around 63.6%, maintain a neutral viewpoint towards both approaches. A significant number of students, 18.2%, prefer using movies with subtitles as a means to learn vocabulary in English, rather than relying only on books. On the other hand, 36.4% of students hold a different perspective and do not support this approach. 18.2% of students believe that learning vocabulary through videos with subtitles is more effective, while 45.5% of students have a different opinion. A significant portion of students hold a neutral attitude. None of the students believe that they can learn vocabulary unconsciously by watching subtitled videos. Absolutely. A significant amount of individuals disagreed completely, while the majority expressed an unsure viewpoint. Generally speaking, after analyzing the responses to the 4 survey questions, it was found that a majority of the eighth-grade students at Nurtas Ondasynov School provided unreliable answers.

Figure 1. Pre-test of Control group students at school Nurtas Ondasynov

Table 2. Post-test of Control group students at school Nurtas Ondasynov

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	18,2%	9,1%	72,7%
2. I prefer to learn vocabulary from subtitled videos rather than books.	27,3%	9,1%	63,6%
3. Subtitled video makes vocabulary learning easier.	0	27,3%	72,7%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0	36,4%	63,6%

In the control group of the Nurtas Ondasynov school in Turkestan, 18.2% of students indicated a neutral preference for learning vocabulary through subtitled videos, based on the pre-test results. According to the findings, an important number of students, approximately 18.2%, expressed their dislike towards the use of subtitled films or films as the means of learning English vocabulary. On the other hand, a majority of students, around 63.6%, maintained a neutral view towards both approaches. A significant portion of students, 18.2%, prefer using movies with subtitles to learn vocabulary in English rather than relying on books. On the other hand, 36.4% of students hold a different opinion and are not in favor of this approach. 18.2% of students believe that learning vocabulary through videos with subtitles is more effective, while 45.5% of students have a different opinion. A significant portion of students hold a neutral attitude. None of them believe that they can learn vocabulary unconsciously by watching subtitled videos. A significant portion of individuals showed complete disagreement, while the majority expressed a skeptical viewpoint. Generally speaking, after analyzing the responses to the 4 survey questions, it was found that a majority of the eighth-grade students from Nurtas Ondasynov School provided confused answers.

F igure 2. Post-test of Control group students at school Nurtas Ondasynov

Table 3. Pre-test of Experimental group students at school Nurtas Ondasynov

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	0%	30,8%	69,2%
2. I prefer to learn vocabulary from subtitled videos rather than books.	0%	23,1%	76,9%
3. Subtitled video makes vocabulary learning easier.	0%	30,8%	69,2%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0%	61,5%	38,5%

Upon examining the points of view of the second experimental group in this school with regard to vocabulary development through subtitled videos, it becomes evident that the majority of participants in the group did not express any positive feedback in response to the questions. Students in the experimental group at Nurtas Ondasynov school are exposed to alternative methods of learning English vocabulary. In addition, the control group has a lower positive response rate compared to the experimental group. Furthermore, there is a significant difference in the percentage of students with a neutral attitude between the two questions. In the fourth question, no students had a neutral attitude, whereas in the current question, 70% of students expressed a neutral attitude.

Figure 3. Pre-test of Experimental group students at school Nurtas Ondasynov

Table 4. Post-test of Experimental group students at school Nurtas Ondasynov

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	69,2%	15,4%	15,4%
2. I prefer to learn vocabulary from subtitled videos rather than books.	53,8%	15,4%	30,8%
3. Subtitled video makes vocabulary learning easier.	61,5%	15,4%	23,1%
4. We unconsciously learn vocabulary while watching videos with subtitles.	61,5%	23,1%	15,4%

By examining the feedback from the experimental group at Nurtas Ondasynov school, it is obvious that the use of subtitled videos during vocabulary lessons has produced positive results. On average, approximately 60% of students responded positively to all four comments provided. Nevertheless, there is a portion of students who are opposed to it. Curiously, there has been a decline in the number of students with a neutral attitude. According to the findings, a significant majority of respondents (69.2%) view improving vocabulary in English through subtitles as an intriguing approach. A majority of people believe that learning vocabulary is more effortless and unconscious when using videos without subtitles.

Both the positive feedback and any concerns that have been highlighted by students can be taken into consideration by educators as they move forward with their exploration and refinement of the usage of subtitled videos as a tool for vocabulary instruction. Furthermore, additional research might be conducted to look deeper into the exact mechanisms that assist vocabulary learning through the use of subtitled movies. This would provide significant insights for the practice of teaching. In a nutshell, the comments received from the experimental group at Nurtas Ondasynov School highlight the potential of subtitled videos as an interesting and efficient instrument for vocabulary acquisition in the context of English language instruction.

Figure 4. Post-test of Experimental group students at school Nurtas Ondasynov

Table 5 . Pre-test of Control group students at school №57

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	0%	27,3%	72,7%
2. I prefer to learn vocabulary from subtitled videos rather than books.	0%	36,4%	63,6%
3. Subtitled video makes vocabulary learning easier.	18,2%	27,3%	54,5%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0%	18,2%	81,8%

Upon examining the pre-test results of 11 students from the control group of school No. 57, it is obvious that, based on the 1st Statement, the majority of students (72.7%) expressed a neutral opinion regarding learning vocabulary through subtitled videos, while a smaller percentage (27.3%) disagreed. They provided a negative response. No students were found who believed that learning vocabulary through videos with subtitles is easier than using books. According to the data collected, most of the 8th graders provided a neutral response, accounting for 63.6% of the total. On the other hand, 36.4% of the students answered in the negative. In the survey, a significant number of students (18.2%) agreed that learning vocabulary through subtitles is easier, while a slightly higher percentage (27.3%) disagreed with this idea. Additionally, 54.5% of students chose to remain neutral. Based on the following statement, it appears that none of the students believed that vocabulary can be learned unconsciously by watching videos with subtitles. A majority of students, around 81.8%, expressed a neutral opinion.

F igure 5. Pre-test of Control group students at school №57

Table 6. Post-test of Control group students at school №57

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	0%	36,4%	63,6%
2. I prefer to learn vocabulary from subtitled videos rather than books.	9,1%	18,2%	72,7%
3. Subtitled video makes vocabulary learning easier.	0%	36,4%	63,6%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0%	54,5%	45,5%

In relation to the second point, the post-test results from the control group from school №57 showed that only 9.1 percent of the participants responded positively to video learning. This question received the fourth highest number of negative responses, suggesting that 54.5 percent of the participants believe that language cannot be learned subconsciously through the use of video with subtitles. Additionally, individuals who approach the subject with objectivity tend to prioritize the second viewpoint over the first. This video contains more content and information compared to several other videos. According to the findings, 8.2 percent of the participants prefer learning through books.

Figure 6. Post-test of Control group students at school №57

Table 7. Pre-test of Experimental group students at school №57

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	0%	54,5%	45,5%
2. I prefer to learn vocabulary from subtitled videos rather than books.	0%	36,4%	63,6%
3. Subtitled video makes vocabulary learning easier.	0%	45,5%	54,5%
4. We unconsciously learn vocabulary while watching videos with subtitles.	0%	18,2%	81,8%

The pre-test questionnaire administered to the experimental group of school 57 revealed a negative perspective on acquiring vocabulary through subtitled film. Interestingly, a significant majority of students, accounting for 81.8 percent of the total student population, exhibit an attitude of neutrality. A "Yes" response is considered as a score of 0 for all four questions in the survey. An important indicator is when the response to the question is "neutral." A significant number of respondents expressed their lack of interest in learning vocabulary through subtitled films. Furthermore, let us discuss the third inquiry. Almost half of the survey respondents expressed their disagreement with the notion that acquiring vocabulary through subtitled videos is an easy task.

Table 8. Post-test of Experimental group students at school №57

Statements	Yes	No	Neutral
1. Learning vocabulary from subtitled videos is interesting way.	63,6%	9,1%	27,3%
2. I prefer to learn vocabulary from subtitled videos rather than books.	45,5%	27,3%	27,3%
3. Subtitled video makes vocabulary learning easier.	54,5%	18,2%	27,3%
4. We unconsciously learn vocabulary while watching videos with subtitles.	45,5%	9,1%	36,4%

Here, we will be discussing the results of the post-test that was given to the experimental group at our target school №57.

The first opinion question received the highest number of "yes" responses among the four questions included in the poll. A significant 63.6% of the total

respondents participated in this particular question. In terms of participant responses, the percentage of those who answered affirmatively is notably higher compared to other groups, as indicated by the findings from three different perspectives. The number of participants with a neutral attitude slightly outweighs those who responded with a negative response. Among the students who responded negatively, the second question had the highest percentage at 27.3 percent. When it comes to expanding their vocabulary, they prefer immersing themselves in a good book rather than relying on movies with subtitles.

Table 7. Post-test of Experimental group students at school №57

The results of post-test of experimental work can suggest that students may find subtitled authentic videos to be a more effective method for vocabulary growth compared to other forms of media consumption. Additionally, the preference for over movies with subtitles could indicate a preference for more traditional forms of language learning. This could potentially be due to the combination of visual and auditory input, which may aid in better retention and understanding of new vocabulary words. Additionally, the real-life context provided by authentic videos may make the learning experience more engaging and memorable for students.

If we look at the results of observation we conducted during the research work. We delve pros and cons of incidental learning through authentic subtitled videos.

Conclusion

In today's globalized world, learning English is important because it lets people communicate well in both their original language and at least one foreign language, especially English. Vocabulary is an important part of language learning systems because it is the building blocks of all languages. Movies and other multimedia tools are often used in language schools to make it easier to show material, help students learn new words and grammar, and deepen their understanding. More and more, teachers are telling language schools to use audio and video materials as multimedia tools because they look useful, fun, and often helpful. The vocabulary you learn is an important part of learning a language because it helps you communicate and understand other languages. It is the first thing that people who want to learn English should do. Vocabulary is a group of words that a person knows or can use to make new lines. It is a set of words that everyone can understand and use. For example, learning new words can help you say what you mean, understand people who speak the same language but have a different dialect, understand what you read, become a more informed and involved citizen, improve your ability to understand ideas and think more critically and logically, make communication easier, and make a good impression on others. When it comes to learning a language, incidental vocabulary acquisition is a good way to learn words from their context. It means learning one subject in order to learn another, and it's thought to be a good way to learn words by using them in real-life situations. Better memory and deeper mental thinking help students learn new words by accident as they try to figure out what something means and use cognitive processes that help them remember words longer.

Real movies with subtitles are very important in English Language Teaching (ELT) classes because they show real things and help students learn words and phrases that go with body language. The facial emotions and body language in these movies are meant to inspire students and help them get better. Films that are based on real events can motivate language learners because they get them thinking about things like the picture, the language used, and the stories that are shown. In EFL classes, subtitles are very important for helping students understand what is being said. They can help language learners get better by giving them new words and interesting situations to use them in. Real movies with subtitles can be used in English as a Foreign Language (EFL) classes to help students learn new words and recognize old ones.

According to research, after four days, 10% of what you hear is remembered, 20% of what you see is remembered, and 65% of what you hear and see is remembered together. Visual tools, especially those with subtitles, could be very helpful for English as a foreign language (EFL) students who want to learn new words in these languages. Watching movies with English subtitles can really help you learn English by speeding up your reading comprehension, getting you used to the sounds and words of a language, expanding your lexicon, and making grammar and word recognition better. They can help students learn what words, phrases, popular sentences, and sentence structures mean and when to use them. Students can also improve their spelling, pronunciation, and language skills by watching movies with English subtitles.

Our study's main goal is to help 8th graders learn vocabulary more naturally by watching real videos with English subtitles. Theoretically, this study is important because it looks into how vocabulary can be learned through real videos with subtitles. Practically, it is useful because it can be used in the classroom to help 8th graders learn more words. A study involving 46 students from Nurtas Ondasynov School in Turkestan and School No. 57 in Shymkent found that 18.2% of the control group had a neutral opinion about learning vocabulary through subtitled videos. However, 63.6% of students maintained a neutral viewpoint towards both approaches. 18.2% preferred using movies with subtitles as a means to learn vocabulary in English, rather than relying only on books. 36.4% held a different perspective and did not support this approach. The study also revealed that a significant number of students showed complete disagreement, while the majority expressed a skeptical viewpoint. The findings suggest that subtitled videos may be an effective method for learning vocabulary, but further research is needed to understand the underlying attitudes and preferences of students. The study highlights the potential of subtitled videos as an interesting and efficient tool for vocabulary acquisition in English language instruction.

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APPENDIXES

Mulan

O nce upon a time in han china lived farchiao. He was warrior with the imperial army. He had a beautiful daughter named Mulan. Mulan loved her father 's armor she always wore it and admired herself in the mirror.

-Oh, Mulan

- What are you doing?

-Father why can't i be a warrior like

-Because women are not allowed to fight the battle my child, they can get hurt, they have to take care of the house

- But women can be as good as men in the battleground

-yes my child, but the general will never allow a woman in the war

One day the emperor of han china learned that the huns were going to attack the army. The huns were led by the very cruel shanyu, who wanted to grab their land.

-Our army is not big enough. I want at least one member from each family to fight this war, the more the better.

Soon the word spread and one member from each family was sent to the mountains to train under the general. But back at Mulan 's house something unexpected happened

-I have to go. These are emperor 's orders

- But you are not well, how will you fight the war?

- doesn't matter, my country, and my people need me, I will leave tomorrow

-No

The father is so I'll these are tricky mountains. He is in no shape to even make it to the general

-my country is in danger but I can't let my father do this

Mulan was not going to give up

-I know what i have to do, i will go to train in the mountains. I will fight for my country and destroy the huns. I am sorry father. I know you will be furious in the morning but I can't lose you and neither can I see my country be defeated. Forgive me for not listening to you father. But i have to fight this war as a man. So that is what i will do.

And thus the mighty Mulan set off towards the general of the imperial army she knew women are not allowed to battle, but she also knew, that her love for her country and her father came from her heart. Right now she didn't care if she were a man or woman, she was a warrior.

You said your name is cheng is that correct? How are your battle skills?

-Yes general

Chang it is my combat skills may not be as sharp as the highly skilled warriors here but believe me I will not give you a chance to complain

-I like your passion cheng. We will start your training tomorrow

Mulan was determined strong and willful. She trained hard to sharpen her sword skills. She was a quick learner. When everyone else rested, she practiced her skills. Mulan was quickly accepted in the army as a man. Her fellow warriors loved her confidence and passion for her country, but there was somebody else who was also impressed by Mulan 's training. It was the guardian dragon Mushu. mushu was sent to help Mulan by her ancestors. When Mulan left her house back in the mountains, her mother had seen her leave. Frightened she immediately prayed to their ancestors.

-Save us! Protect my daughter.

-Don't worry, she is a brave child. She has a heart of gold. Mushu is a guardian dragon, he will watch over Mulan.

And that's how mushu always watched over Mulan. Mulan didn't even know she had a guardian dragon. But mushu never let her out of his sight.

-Look how talented she is. She deserves a chance to prove her skills. Mushu decided to write a fake letter ordering Lee shan to march towards the mountains. The huns have attacked the city, we are ordered to march towards the mountains and destroy the rest of their clans.

The troops marched through the mountains but little they knew that this was a big mistake. The huns had not attacked the city. They were all hiding in the mountain hoping for the imperial army to make one mistake. The huns attacked the imperial army. They were very less in numbers compared to the huns. They fought and fought but it was of no use. Suddenly

-Wait! I have an idea

Mulan took the last cannon and shot in between the mountains. It brought the snow down and soon. The huns were buried under the snow.

-we won woo

But the cannon had injured Mulan too. She collapsed on the ground. Everybody gathered around as a warrior tried to pick her up her helmet came off and her long lustrous hair was now blowing in the air. I didn't know chang had such long hair.

My helmet.. where's my helmet?..

-what happened to your boys chang? Did you hurt your throat? Wait.. you are not chang! You are not a man! You are a woman! Tell me! Who are you?

-I am so sorry general. I am not your enemy i am Mulan daughter of fa xiao. My father was ill and i don't want him to injure himself further. I love my country but women are not allowed to battle. I disguised myself as a man so that I could fight in the war. I didn't mean any wrong

-But something wrong has happened. You cheated us.. I will spare your life because you helped in defeating the huns. But you can't fight anymore.. go back to your village this instant and never come back.

Mulan was completely broken. Mushu also followed Mulan. On her way through the mountains Mulan heard some strange voices. As she followed those voices

-oh, no! The huns! They're still alive! They are marching towards the city. I must warn the general.

Mulan ran towards lee shan.

- General general

-How dare you come back

-The huns are alive! They are marching towards the city. Our emperor is in danger!

-I have no reason to trust you anymore.. leave

-no, what do i do now? I will not accept defeat. I have to try. I will save my emperor and my country.

Mulan was determined to stop the huns by herself. She took her horse and left for the city. Meanwhile

-Why do i want to trust that cheng? I mean.. Mulan again. But she did save my army and she did show excellent sword skills. What if she is saying the truth and the emperor is indeed in danger? I can't let that happen. Not on my watch. I will take my army towards the city right now

And thus Mulan left protect her city and the emperor from the huns and so did the imperial army as Mulan entered the city she saw that some huns have already crossed the gates.

- I must save our emperor

Mulan hurried towards the palace and found that her emperor had already been captured

-I have an idea

-I am so happy to see you alive

-what do you mean by that nobody can harm me beautiful young lady that's what

I told him but he kept laughing and saying that you are nothing compared to him and that you wait who's he chang cheng who's chang the warrior from the imperial army. The one who buried your soldiers under the snow up in the mountains

oh that little man yes yes he said

even if you have not died, he will challenge you and defeat you with his own hands but he doesn't know you are alive he's on the roof why don't you follow me there and attack him first

-I like that soldiers don't let the emperor go let me see how skilled.

Chang is followed Mulan to the roof. Mulan immediately pushed him from behind and took out her sword from under her clothes what where is that jay and why are you holding a sword.

-Chang the one who bared your soldiers under the snow is right in front of you shan't you how dare you attack my people.. I will defeat you right here

-A woman warrior

Why are you afraid because I am a woman? don't you worry I will not go easy on you

-How dare you!

Shan yu was defeated. Mulan came down the stairs to save her emperor. But to her surprise general lee shan. The emperor was already freed by general Shan and his army. Everybody came to know that shang yu was now gone. The huns was arrested and put in prison. the people danced and cheered for their victory over the huns. han china rejoiced for their brave warrior Mulan. She was presented with the bravery shield of the imperial army. Mulan accepted the honor. She thanked the emperor and returned to her family.

-Oh Mulan, we are so happy that you are safe. You scared us.

-Forgive me father

-No my child. You have made us proud.

- I am proud of you too

-You show courage, pure love towards your father and your country. You are a true warrior, you prove that women can do anything if they put their hearts into it.

The Honest Woodcutter

Once upon a time in a little village there lived a young man whose name was Alan. He was a very honest man and would never take things that didn't belong to him. Finally though he lived in a house of thieves. They would steal during the day from all the people of the village and by night would be feasting on their games. But Alan would never enjoy this.

- I don't like this.

-You don't like it? Well, then give it to me. I'll eat it all

- What? no you won't. I'm the skinniest there is here give it to me!

-What is this Alan? Why don't you like the food?

-It's not the food. It's this way of living. I don't like stealing, dishonesty. I want to live a better life

-A better life? What could be better than this we get all the gold and all the delicious food we want. Nothing could get better than this.

- Well, I think it can. I will leave tomorrow and start a new life for myself.

- Do as you wish. Good for me as I get one more person share of food you oh no you don't I get Alan share

-Take your hands off that plate. Be quiet! All of you!

The next day, Alan set out on his he went to the next village to start a new and honest life. When he reached the village he sat down and wondered what to do

- I should find at least some work that will feed me and a place to stay the night. How do I do that?

-Oh, dear, oh, the apples

- Don't worry i got them all for here you go

-Oh kind you must be very hungry.. would you like some of the apples?

-oh, no..I cannot take them they are yours.. are you sure?

-you do look hungry to me.

-yes, yes i'm very sure. I'm not hungry at all.

-Well, if you're not hungry, is there a bear growling in your belly? Here, eat as much as you like. I can always buy more.

Alan was so happy that he ate up all the apples hungrily. The old lady looked at him and smiled

-Who are you? Are you from?

-No I'm not. My name is Alan and I have just arrived in this village. I need to find a place to stay and a job for myself.

-is that so, Alan, why don't you stay with me. I will be able to feed you until you find some work.

-That would be so kind of you, thank you. Don't worry about it.

So from that day, Alan started living with the old lady. She was a very sweet woman and treated him very kindly. Alan often wondered how to repay her he finally got a job as a woodcutter and would daily go out shop some wood and sell it. The earnings he got wasn't much, whatever he got though. He gave part of it to the old lady. One day, as he had gone out to cut wood he was deep in thought

-I must cut a lot of wood today. There wasn't much food at home yesterday. If today i get more money for the wood that I sell then, maybe, I can surprise the old lady. I may even be able to provide a good feast for us. He was so lost and happy in his own thoughts. That as he cut away, his axe slipped from his hands and he dropped it into the nearby room

-No, that was my only way of repaying the old lady.. what do i do now?

At that moment the river ferry suddenly appeared. The woodcutter was amazed to see her. She looked at the poor woodcutter 's face and felt pity on him.

-Hello there young man. I am the fairy of this river. Is something wrong?

-Well my axe has fallen into the river. It is the only source of my food.

- Oh, don't worry. I'll get it for you.

The river fairy used her magic to create a whirlpool out of which rose a beautiful golden axe which was studded with beautiful rubies and emeralds. the river ferry presented the golden axe to Alan with a smile.

-Is this your axe?

-No. that isn't my axe at all.

-Are you sure?

-Yes. I am absolutely, sure.

And this time, it was studded with precious gems and glistened beautifully. This one must definitely be yours.

-Here take it. I am sorry but this isn't mine either.

The river fairy smiled and used her magic once more and this time she finally took out the woodcutter 's wooden axe.

- That's it. That is my axe. Ohh, thank you kind fairy.

- I offered you a golden and a silver axe studded with gems and jewels but you were honest and only asked for your own acts. I am very pleased with you.

The fairy presented Alan with the golden and silver axes. Alan was thrilled. He thanked the fairy and went home happily with the money he got from the axes. He built a good home for the old lady. They now lived a more comfortable. One day Alan was out in the village talking to some people about what had happened. They were all very curious as to how Alan had come into such good fortune.

-Did you steal someone 's golden goose?

-No, I haven't stolen anything. It was just good luck.

He explained everything that happened at the river to the people around him. One friend another woodcutter named James grinned evilly.

-That is how I got the two axes from the river. The river ferry was very kind. He seems to be a very kind fairy indeed.

That day, James went to the river with his wooden axe. He looked around to make sure no one was looking at him. When he felt he was safe, he threw his axe into the river and shouted dramatically, oh no, my axe, my only hope for money and food. Someone, please, help me! Just then, the river ferry appeared to him. In a burst of sparkles.

-What is it? What has happened?

-Oh, good fairy, my axe he's fallen into the river. Oh, please, help me!

-Don't worry. I'll get it for you.

The fairy used her magic and created a whirlpool. James’ eyes widened as his greed took over him.

-Is this your?

-Yes, yes, that is my axe. Oh, thank you very much.

James reached out his hands to take the golden axe but the fairy was unimpressed with his behavior. You horrible greedy man. You displeased me with your dishonesty. I will not give you the golden axe and neither will I find your real axe. Go away with that. The river fairy disappeared and left James sad and disappointed. He had been too greedy and now he had lost not only his chance to get a golden axe but also his own one. When Alan heard about it he felt sorry for James and presented him with a few gold.

-Here take these coins and buy yourself a new wax but remember my friend it is honesty that always pays.

James burst into tears and thanked Alan. Later that day when Alan went back to the old lady 's house he found that instead of the small hut there now stood a magnificent house made of gold. Alan was shocked.

- What am I dreaming just.

Then he saw a letter lying down on the ground. He picked it and started

-Dear, Alan, you have not only been honest but kind as well. Take care of yourself. Love the fairy of the river

-Oops, I mean the old Alan could not believe that the old lady he was living with was no one but the river fairy. He smiled as tears rolled down his eyes. In the years to come Alan adopted several children and raised them to become honest and kind citizens. Thus making sure that the world is a better place to live in.