China EFL: Teaching with movies

Abstract

Some observations on using motion pictures to teach Business English. THE USE of motion pictures or other captioned films as part of teaching English as a foreign language has markedly increased in recent years in China. Because of this, we undertook a four-year experiment to determine how effective the use of English-language movies has been in the teaching of business. From this experiment it became clear that a cavalier use of movies in effect misused them. The appropriate and effective use of motion pictures requires a range of elements: (1) movies that are at one and the same time educational, informative, and entertaining; (2) a workbook linked to such movies that enables students to get ready beforehand; (3) most importantly, a range of classroom activities to induce and elicit timely and optimal output from the students, so as to make talking and writing about communication easier and more effective. Activities such as dubbing, story retelling, acting, discussing, debating, and role playing are only a few of the effective techniques a teacher can employ to engage the students.

Netflix and L2 learning: A case study

“…While L2 video may be difficult for students to comprehend (Sydorenko, 2010), L1/L2 subtitles can ease this burden and make unfamiliar vocabulary more understandable for learners. These results echo previous findings on authentic video (Chapple & Curtis, 2000;King, 2002;Lin & Siyanova-Chanturia, 2014;Qiang et al, 2007) and reinforce its potential to foster L2 development through exposure to meaningful and understandable input. Increased L2 motivation was also identified as one of the themes based on the interview data.…”

“…As King (2002) noted, films provide learners with a meaningful context for language learning, while addressing issues that are relevant to the lives of students. In a study investigating the effects of movies on EFL learners in China, Qiang, Hai, and Wolff (2007) determined that films offered four key benefits for students: (1) improved pronunciation and intonation, (2) exposure to idioms, (3) assimilation of English sentence structure, and (4) knowledge of the target culture. Similarly, Lin and Siyanova-Chanturia (2014) stated that Internet television gives learners opportunities to listen to and observe authentic English while also enabling them to contextualize vocabulary acquisition.…”

“…In summary, authentic video in the form of TV programs, films, and online videos offer students numerous benefits including exposure to authentic input, improved speaking and listening skills, as well as contextualized vocabulary acquisition (Chapple & Curtis, 2000;King, 2002;Lin & Siyanova-Chanturia, 2014;Qiang et al, 2007). Also, the use of authentic video with L1 subtitles seems to help language students adapt to regional L2 accents (Mitterer & McQueen, 2009).…”

Promoting Gender Diversity in the Classroom Through Drag

“…Berk (2009) identified videos as an effective tool to reach students with different ability levels and learning preferences in L1 university marketing classes. Such benefits extend to foreign language education as well as increased student engagement, more chances for authentic L2 input, and higher comprehension of the target language and content (Ismaili, 2013;Qiang, Hai, & Wolff, 2007).…”

The use of English in movies in Turkey

“…In some countries, such as Uganda, interpreters perform simultaneous voice-overs in the theaters (Achen & Openjuru, 2012). Watching movies or TV shows in English or making movies for ESL classes are strategies used to help international students learn English (e.g., Chamberlin Quinlisk, 2003; Rees, 2005; Qiang, Hai & Wolff, 2007; Kebble, 2008). The spread of English should be investigated with respect to the language's use not only for pedagogical contexts and purposes but also in daily life.…”