The Effective Use Of Motion Pictures (2)
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Effective Use of
Motion Pictures
in the ESL Classroom
Harlan D. Whatley, MFA
Raffles Design Institute, Tianjin
22 April 2012
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Introduction
Visual aids greatly enhance ESL classes
Motion picture / video clips offer the best
resource
The combination of both image and sound
significantly aids in the achievement of the
pedagogical goals of reading, writing,
listening and speaking English.
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Introduction
Can a short sequence, or an entire
film, replace the published text in the
ESL classroom?
◦ Academics debate
Feedback of 300 students enrolled in
a Western culture course
◦ China‟s Henan province
Motion pictures significantly add to the
learning experience.
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Introduction
No textbook is comprehensive, allowing the need for a good teaching aid such as a motion picture (Li, 2009).
The presence of film and video changes the learning atmosphere of the class
ESL students hear authentic English in real life scenes and in natural settings.
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Approaches
Short sequence vs. whole film
Captions vs. no captions
Drama vs. documentary
Tasks Pre-viewing task
While-viewing task
Post-viewing task
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Short sequence vs. whole film
Do we let them
eat cake?
* * *
The entire
cake or just a
piece?
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Short sequence vs. whole film
The Short sequence methodology enhances theme-based classroom discussion
Especially for topics such as:
◦ Medicine Education
◦ Science Technology
◦ Business History
◦ Marriage Legal system
(King, 2002).
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Short sequence vs. whole film
Whole film approach
◦ Motion pictures can function as the
core content and become an integral
part of the curriculum (Sommer, 2001).
Short sequence approach
◦ Limited lesson time in many ESL
classrooms offers Short sequence
opportunities to teachers
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Short sequence vs. whole film
The short sequence approach
includes
◦ a single-scene approach
◦ only one segment from a film, or,
◦ a selective approach featuring a few
scenes from different parts of a film
Can better engage students
◦ short play time
◦ relatively clearer focus
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Short sequence vs. whole film
The short sequence approach helps
students brainstorm ideas
◦ usually used to introduce a topic
◦ a pre-reading or writing task
Short film segments can be used to
focus:
◦ On the linguistic structure
◦ On the form of the language
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Short sequence vs. whole film
Shorter viewing time favors beginners,
or younger learners, who might find
prolonged viewing too challenging
linguistically (Yu, 2009).
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Short sequence vs. whole film
The whole film approach proffers ESL
teachers with a few issues
Most university level classes are two
hour classes divided into two fifty
minutes segments.
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Short sequence vs. whole film
The need to start, stop and explain the
film is not necessary
However, students miss out on
understanding:
◦ background information needed
◦ the context of the story.
Completion of before, during and after
exercises is difficult
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Short sequence vs. whole film
Some academics feel that the benefits
of screening an uninterrupted film are
numerous
◦ if the film is suitable for that level of
students.
The film‟s dialogue must be both clear
and comprehensible.
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Captions vs. No Captions
To caption, or not to caption?
That is the question.
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Captions vs. No Captions
Captions or subtitles in the ESL
student‟s original language are better
than showing a motion picture without
captions (King, 2002; Kikuchi, 1997).
In terms of listening and the overall
ESL comprehension, captioned
videos are more effective for the
following reasons (King, 2002):
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Captions vs. No Captions
Students are more motivated to learn
the English dialogue
The gap between reading and
listening skills is bridged.
Students can follow a plot more easily.
Pronunciation of words is learned.
Word recognition is enhanced.
Idioms become better understood.
Reading and processing skills
improve.
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Captions vs. No Captions Non-captioned films increases
concentration on key words and
dialogue.
Students learn to focus on visual clues
◦ facial expressions
◦ intonation and accents
Learning English from non-captioned
motion pictures offers a feeling of
accomplishment
◦ learning native English in a natural
setting
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Format
Drama Documentary
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Drama vs. Documentary
Dramatic feature films:
◦ Secondary sources for genres such as
novels and short stories
Film adaptation
◦ Useful if students resort to translators
◦ Complements a classic work of English
literature
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Drama vs. Documentary
Students should read as much of the
book as possible
View select scenes from the film
◦ Refrain from substituting films for
novels
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Drama vs. Documentary
Showing scenes from film reiterates
the story
Broadens the students‟ knowledge of
the written text (Sherman, 2003).
Before screening the film to your
students:
◦ view select scenes from the film
◦ ensure they accurately correspond with
the written text
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Drama vs. Documentary
Many films are
heavily edited
Directors and
producers
employ
cinematic license
Eliminate
characters and
locales
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Drama vs. Documentary
Documentaries can be useful in
alternative ESL environments, such as
business or history class
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Drama vs. Documentary
Non-fiction films can enhance
chapters on corporate social
responsibility
◦ The Corporation (2003)
◦ Enron: the Smartest Guys in the Room
(2005)
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Drama vs. Documentary
Ken Burns‟s The Civil War (1990) can
bring the experience of 19th century
combat into history class
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Types of tasks
Pre-viewing task
While-viewing task
Post-viewing task
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Pre-viewing task
Provide background
◦ Director Producer
◦ Actors Year of production
◦ Music Writer
Setting of a scene
◦ Characters
◦ Plot
◦ potential outcomes
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While-viewing task
Viewing activities offer:
◦ An opportunity to deepen
understanding of the film
◦ Conduct a comprehension check.
Play a scene
Sound OFF / English subtitles ON
◦ Subtitles can be in the students‟ first
language if the level demands
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While-viewing task
Facilitate understanding and make
students feel more confident.
◦ Replay the scene with both the
subtitles and sound
◦ Replay it a third time with the sound
alone and no subtitles.
◦ Suitable for dramatic scenes, or when
dialect or slang is spoken
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Post-viewing task
Post-viewing activities allow students
to check their comprehension and use
the new language they have learned
(Roell, 2010).
In the activity called “Fly on the Wall,”
students reconstruct a movie scene
from memory, as if they are unseen
witnesses.
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Post-viewing task
After writing down their accounts, they
view the scene again to check their
recall and have the opportunity to
amend their rendition (Sherman
2003).
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Post-viewing task
To strengthen their descriptive
abilities students analyze
characters
◦ Write descriptive portraits of the
characters‟
Appearance Education
Profession Relationships
Likes/dislikes Other qualities
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Exercises
Written
Written & Oral
Ang Lee
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Written exercises
Vocabulary exercises involving motion
pictures are popular in written ESL
activities
Provide a handout for each student
◦ list of quotations from a scene or
segment of a motion picture and an
answer sheet (Kusumarasdyati, 2004).
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Written & oral exercises
Students view a scene from a film with
the sound turned off. They:
◦ Predict the content of the scene
◦ Write their own script
◦ Perform it in front of the class
Watch the scene with the sound on
and choose:
◦ The nearest to the original
◦ The funniest
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Conclusion
Students often show a great interest
when watching English language films
Harness this enthusiasm in a way that
develops a positive effect on language
learning. (Li, 2009)
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Conclusion
The key to the effective use of
motion pictures:
◦ Creative presentation of films
◦ Construction of challenging, yet
achievable, learning tasks
◦ Enjoyment by ESL students.
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Conclusion
Foster and develop motivation
◦ Provide clear goals and achievable
tasks
◦ Motion pictures offer lessons which
might otherwise be beyond the
linguistic capacity of the students.
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References
Eken, A.N. (2003). „You‟ve got mail‟: a film
workshop. ELT Journal, 57(1), 51-59.
Kasper, L.F. & R. Singer (2001) Unspoken content:
silent film in the ESL classroom. Teaching English
in the Two-Year College, 29(1).
King, J. (2002). Using DVD Films in the EFL
classroom. ELT Newsletter. Article 88, February
2002. Retrieved from
http://www.eltnewsletter.com/back/February2002/ar
t882002.htm
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References
Kusumarasdyati (2004, July). Listening, Viewing
and Imagination: Movies in EFL Classes. Paper
presented at 2nd International Conference on
Imagination and Education, Vancouver, Canada.
Li, L. (2009). On the use of Films in the ESL
Classroom. US-China Foreign Language, 7(12),
18-21.
Roell, C. (2010). Intercultural training with films.
English Teaching Forum. (2), 1–14.
Sherman, J. (2003). Using Authentic Video in the
Language Classroom. Cambridge: Cambridge
University Press.
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References
Sommer, P. (2001). Using Film in the English
Classroom: Why and How. Journal of Adolescent
and Adult Literacy, 44(5), 485-487.
Yu, K.F. (2009). Learning English through films : a
case study of a Hong Kong class. University of
Hong Kong. Retrieved from
http://hdl.handle.net/10722/56730