Because modern students are more familiar with visual information rather than auditory information, I attempted to make use of movies as a major tool for English education. The regular class time is, however, relatively short for watching a movie; it makes hard to prepare the right materials fitting...
Because modern students are more familiar with visual information rather than auditory information, I attempted to make use of movies as a major tool for English education. The regular class time is, however, relatively short for watching a movie; it makes hard to prepare the right materials fitting into the class time. Therefore the main purpose of this study is first to use movies as a major tool for English education in order to improve students' English speaking and writing ability, and second to use the monthly development activity time to avoid short time limit of the regular class. As a preparations for my study, the preliminary research had been done on students' interest and comprehension of the movie and English class, and the formation of the activity clubs. This preliminary research had been done with 348 middle school second graders and 18 middle schools in P city. The results were as follows: 89% of the schools was running the monthly development activities, but students' interest for the development activity and satisfaction with the club selection, were low. 16% of the students who were participating in the monthly development activities was in the movie club. Students thought English was a dull subject. Students thought the English speaking ability was the most important, and they had problems with their English writing. Students favored learning English through watching movies and group activities. An average student watched 2 or 3 movies a month. Action and Comedy were their two favorites. Based on the results from the preliminary research, I did another experiment with 35 students at D middle school, who were in the movie club and 12 students from the school I work at. This experiment had done for 12 months from March 2003 to February 2004. The results from that experiment were as follows: Compared to the status before the experiment, students' interest for the development activity increased by 29%, the efficiency of the development activity increased by 32%, and students' satisfaction with the development selection increased by 25%. In my judgement, the 32% higher efficiency of the development activity had a positive effect on students' interest and it led to their satisfaction with the club they selected. Compared to the status before the experiment, students' interest for English class through watching movies increased by 56%, and students's fear for English writing and speaking reduced by 38%. Compared to the status before the experiment, the efficiency of group activity increased by 66%, and according to students, 38% more students answered that the number of presentation opportunity had increased. Students' personal writing and speaking skills had increased as well; their average personal writing and speaking score increased 5.7 points monthly, and their average group writing and speaking score increased 10 points monthly. The score was out of 100. The conclusions I got from previous research and experiment were as follows: Firstly, considering the students' level of understanding English, and the complexity of the movie, I selected appropriate and educational films to show in the movie club. Consequently, I not only achieved the purpose of the development activity which is to educate and develop a well rounded person, but also achieved the purpose of English education which is to develop students' English speaking and writing skills. Additionally, by watching the entire movie, and having enough time to do so, entertainment, which is the original purpose of any movie, was also achieved through the development activity. Secondly, for each movie, I made an appropriate speaking and writing exercise material and used them to encourage and motivate students to learn English. With regard to the movie shown, I led them to the discussion exercise naturally without giving them much pressure by giving them objects to discuss from the movie. I designed a course of teaching and learning, and taught the students what to do during the course, and how to do each exercise. Thirdly, by encouraging to work with groups, and participate in group activities, students could develop their English speaking and writing skills. Students had relatively more opportunity to practice their English speaking and writing skills by participating group activity such as discussion. Through the discussion, students were more involved in the club and also learned how to control and contain themselves. Fourthly, English speaking skill was developed through the discussion and presentation, and English writing skill was developed through taking notes, making an outline and organizing information for presentation. English reading skill was also developed from reading subscripts while watching movie. Thus, to make use of movies to develop students' English speaking and writing skills also had a positive effect on their listening and reading skills.
Because modern students are more familiar with visual information rather than auditory information, I attempted to make use of movies as a major tool for English education. The regular class time is, however, relatively short for watching a movie; it makes hard to prepare the right materials fitting into the class time. Therefore the main purpose of this study is first to use movies as a major tool for English education in order to improve students' English speaking and writing ability, and second to use the monthly development activity time to avoid short time limit of the regular class. As a preparations for my study, the preliminary research had been done on students' interest and comprehension of the movie and English class, and the formation of the activity clubs. This preliminary research had been done with 348 middle school second graders and 18 middle schools in P city. The results were as follows: 89% of the schools was running the monthly development activities, but students' interest for the development activity and satisfaction with the club selection, were low. 16% of the students who were participating in the monthly development activities was in the movie club. Students thought English was a dull subject. Students thought the English speaking ability was the most important, and they had problems with their English writing. Students favored learning English through watching movies and group activities. An average student watched 2 or 3 movies a month. Action and Comedy were their two favorites. Based on the results from the preliminary research, I did another experiment with 35 students at D middle school, who were in the movie club and 12 students from the school I work at. This experiment had done for 12 months from March 2003 to February 2004. The results from that experiment were as follows: Compared to the status before the experiment, students' interest for the development activity increased by 29%, the efficiency of the development activity increased by 32%, and students' satisfaction with the development selection increased by 25%. In my judgement, the 32% higher efficiency of the development activity had a positive effect on students' interest and it led to their satisfaction with the club they selected. Compared to the status before the experiment, students' interest for English class through watching movies increased by 56%, and students's fear for English writing and speaking reduced by 38%. Compared to the status before the experiment, the efficiency of group activity increased by 66%, and according to students, 38% more students answered that the number of presentation opportunity had increased. Students' personal writing and speaking skills had increased as well; their average personal writing and speaking score increased 5.7 points monthly, and their average group writing and speaking score increased 10 points monthly. The score was out of 100. The conclusions I got from previous research and experiment were as follows: Firstly, considering the students' level of understanding English, and the complexity of the movie, I selected appropriate and educational films to show in the movie club. Consequently, I not only achieved the purpose of the development activity which is to educate and develop a well rounded person, but also achieved the purpose of English education which is to develop students' English speaking and writing skills. Additionally, by watching the entire movie, and having enough time to do so, entertainment, which is the original purpose of any movie, was also achieved through the development activity. Secondly, for each movie, I made an appropriate speaking and writing exercise material and used them to encourage and motivate students to learn English. With regard to the movie shown, I led them to the discussion exercise naturally without giving them much pressure by giving them objects to discuss from the movie. I designed a course of teaching and learning, and taught the students what to do during the course, and how to do each exercise. Thirdly, by encouraging to work with groups, and participate in group activities, students could develop their English speaking and writing skills. Students had relatively more opportunity to practice their English speaking and writing skills by participating group activity such as discussion. Through the discussion, students were more involved in the club and also learned how to control and contain themselves. Fourthly, English speaking skill was developed through the discussion and presentation, and English writing skill was developed through taking notes, making an outline and organizing information for presentation. English reading skill was also developed from reading subscripts while watching movie. Thus, to make use of movies to develop students' English speaking and writing skills also had a positive effect on their listening and reading skills.
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