Film for Fluency  

Oleh:

Donley, Kate M.

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 38 no. 2 (Apr. 2000), page 1-5.
Topik: Film; English Teaching
Fulltext: Film for Fluency.pdf (293.39KB)

Isi artikel

American movies and television programs offer an excellent opportunity for intermediate-level students to develop fluency in English. Intermediate-level students are at a frustrating stage in their development of learning English. They are too advanced for shows prepared for language learners such as “Family Album, U.S.A.” yet they do not know enough English to benefit significantly from exposure to programs for native speakers. Although students enjoy simply watching videos in English, this passive activity does not lead to appreciable learning. For fluency to develop, the teacher must provide students with structured activities and discussion used in combination with the videotaped material. I advocate using “viewing sheets” consisting of easy multiple-choice questions, which the students answer as they watch the video. Previewing and post viewing discussions are conducted in conjunction with the viewing sheets. As they listen to the dialogue in the program, answer the questions on the viewing sheets, and discuss the questions and events in the program, students will use three of the four major skill areas of language learning. I call this three-pronged approach Film for Fluency. This technique was highly effective for my high school English classes in Uzbekistan. Students adored the movies and attendance at the English club doubled. Although it appears at first glance that the students learn language directly from movies or television shows, in fact they learn primarily from the viewing sheet. The language in Hollywood movies and American television shows is too fast, too difficult, and too idiomatic for an intermediate-level student to follow. For this reason, viewing questions are based on very clear and easy segments of dialogue and obvious visual clues in the program. This enables students to answer questions at their level. Answering these easy questions keeps students involved in the program and focused on the lesson. After viewing a section, students are able to measure their own listening and reading comprehension based on the accuracy of their answers to the viewing questions. This obvious indicator of progress keeps students optimistic and motivated during the lesson.

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