Bridging the Gap between Theory and Practice: The Use of Films in Language Learning
Keywords:
Films, Listening, Communication, Language Learning, Language ProficiencyAbstract
Films can be used as a pedagogic means to improve language learning, based on the premise that, they provide real-life language input. In addition, films have the potential to provide language learners audio and visual stimuli; therefore they are essential tools in the development of foreign language proficiency. The present study aims at exploring the effectiveness of films as authentic materials on language learning. The questionnaire that was conducted on 80 undergraduate students in this study yielded that films can foster language learning.
References
Bacon, S. M., &Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university
foreign language students and their disposition to authentic oral and written input. The Modern
Language Journal, 74, 459-473.
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the
college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21.
International Journal of Social Sciences & Educational Studies
ISSN 2409-1294 (Print), March 2016, Vol.2, No.3
18 IJSSES
Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65 (4), 408-
416.
Ismaili, M. (2013). The Effectiveness of Using Movies in the EFL Classroom. Academic Journal of
Interdisciplinary Studies , 2(4),121-132.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language
Teaching, 40, 97-118.
Khan, A. (2015). Using films in the ESL classroom to improve communication skills of non-native
learners. ELT Voices- International Journal for Teachers of English , 5(4), 46-52.
King, J. (2002). Using DVD feature films in the EFL classroom. ELT Newsletter, 88 Retrieved on
December 22, 2013 from http://www.eltnewsletter.com/back/February2002/art882002.htm
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Li, H. (2013). The analysis of application about English original films in oral English. 2nd International
Conference on Science and Social Research , (p. 334). Jinzhou.
Martinez, A.G. (2002). Authentic materials: An overview on karen's linguistic issues –Retrieved on 25
January, 2016 from http://www3.telus.net/linguisticsissues/authenticmaterials.html
Mekheimer, M. (2011). The impact of using videos on whole language learning in EFL context. Arab
World English Journal, 2 (2), Retrieved on 12 December, 2015 from
http://www.awej.org/awejfiles/_42_5_4.pdf
Melvin, B. S., & Stout, D. S. (1987). Motivating language learners through authentic materials.In W.
Rivers (ed.) Interactive language teaching. New York: Cambridge University Press, 44-56.
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
Schander, C., Balma, B., & Massa, A. (2013). The joy of art in the EFL classroom. European Scientific
Journal, 2, 409-414.
Stempelski, S. (2000). Video in the ESL classroom: Making the most of the movies. ESL Magazine,
March/April, 10-12.
Taylor, D. (1994). Inauthentic authenticity or authentic inauthenticity? Teaching English as a Second or
Foreign Language 1, 1-10.
Widdowson, H. G. (1996). Comment: authenticity and autonomy in ELT. ELT Journal 50(1), 67–68.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)