영화를 활용한 다단어단위의 효율적인 지도 방안 연구:  나우 유 씨 미 2를 중심으로

Hyung, Ryu Do

doi:10.16875/stem.2019.20.1.23

stemjournal

2019

DOI: 10.16875/stem.2019.20.1.23

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영화를 활용한 다단어단위의 효율적인 지도 방안 연구: 나우 유 씨 미 2를 중심으로

Ryu Do Hyung¹

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Cited by 3 publications

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“…, 어휘 (Rho, 2018;Ryu, 2019;Seo, 2014), 수업활동 (Im, 2017;Lee, 2019), 교사 수업지도안 (Kim, 2019a(Kim, , 2019bLee & Cho, 2019;Park, 2011;Seo 2018) This course made me interested in learning English. Overall, I was satisfied with this class.…”

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Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Kim¹,

Seo²

2021

J Eng Tech Movie Media

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This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.

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confidence: 99%

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Kim¹,

Seo²

2021

J Eng Tech Movie Media

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The Effectiveness of Using Movie Material to Develop Form-Meaning Pair Skills

Kim

2023

J Eng Teach Movie Media

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This paper aims to investigate whether movie material is effective in developing skills related to form-meaning pairs. To accomplish this, four participants were recruited for the study, three of whom were at an intermediate level and one at a low-intermediate level based on their TOEIC scores. Among them, two intermediate level participants and the low-intermediate participant had extensive experience using movies as learning material. The participants were given two tests: a form→meaning pair test and a meaning→form pair test using an animated movie. Following these tests, they underwent an additional set of tests using a children’s novel. The results from the animation tests revealed that all the participants were proficient in deriving pragmatic meaning when the examiner disregarded the correctness or incorrectness of the translation. However, three of them struggled with the meaning→form pair test. On the other hand, the results from the novel tests indicated that all the participants performed significantly better in the meaning→form pair test compared to the same test using the animation. These findings suggest that movie users quickly adapt to capturing pragmatic meaning, but they may require training in developing meaning→form pair skills. Merely using movies does not guarantee effective bi-directional understanding of form-meaning and meaning-form pairs. Further details will be discussed.

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A Study on Criteria to Effectively Acquire Conventional/Idiomatic Expressions in Movie English

Ryu

2023

J Eng Teach Movie Media

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This paper aims to investigate the types of conventional/idiomatic expressions preferred by Korean college students when using movies as learning materials. Five high-intermediate college students were recruited for the study, and the materials used included the animation <i>Sing 2</i> (Jennings & Lourdelet, 2021) and expressions from YouTube. The participants underwent two tests, starting with instruction on the animation, before being followed with a test containing 30 items from it. In another test, they were presented with the same 30 items from YouTube videos. The results revealed that the YouTube items were significantly easier to memorize and recall compared to those from the animation. The participants provided comments regarding their relatively higher scores from the expressions on YouTube. These comments highlighted three factors: first, the shorter length of expressions in YouTube; second, the simpler syntactical structure of YouTube’s content; and third, the practicality and usefulness of YouTube expressions from a pragmatic (pragmalinguistic and sociopragmatic) perspective. These findings have important pedagogical implications for the EFL classroom. It is recommended to consider the participants’ feedback: 1) prioritize shorter utterances, 2) incorporate grammatical knowledge even when teaching conventional or idiomatic expressions, 3) emphasize treating utterances as cohesive units. The study contributes valuable insights into incorporating movies in language learning.

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영화를 활용한 다단어단위의 효율적인 지도 방안 연구: 나우 유 씨 미 2를 중심으로

Cited by 3 publications

References 0 publications

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

The Effectiveness of Using Movie Material to Develop Form-Meaning Pair Skills

A Study on Criteria to Effectively Acquire Conventional/Idiomatic Expressions in Movie English

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