英语影视教学Teaching and Learning English Through Video.docx

英语影视教学Teaching and Learning English Through Video.docx

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英语影视教学TeachingandLearningEnglishThroughVideo

英语影视教学-TeachingandLearningEnglishThroughVideos

来源：

中国论文下载中心    [08-05-2114:

48:

00]    作者：

刘丽娟    编辑：

studa0714

[Abstract]Sincethedevelopmentofscienceandtechnologyandthequality-orientededucationaregraduallyvaluedbythewholesocietyinrecentyears,thereformoftheEnglishclasshasbeenincreasinglyrecognized,theaimofwhichistoenablestudentstouseEnglisheffectively.TeachingEnglishthroughtheoriginalmovieseriesasanewteachingmethodhasbeencarriedoutinmanycolleges.Thefeedbackfromstudentshasprovedthatwiththebroaddevelopmentofthisteachingmethodinvolvedinintonation,wording,speech,thinkingandculturestudentscanmakefurtherprogress.Asthecommunicativeapproachisgraduallyvaluedbythepeople,videosnotonlyprovideaformofentertainmenttopeople,butalsoareusedasagoodwaytoteachorlearnEnglish.Basedonthesituationofthemandtheiradvantagesanddisadvantages,thisarticleemphasizestheimportanceoftheteachers’roleandrequirement,thevideooptionandtimearrangementinthewholeteachingprocess.Atlast,thisarticlealsoofferssometeachingmethodsandactivitiesfrompre-watching,while-watchingtopost-watching,inthehopeofmakingthevideosproduceamarkedeffectinEnglishteachingandlearning. 

[KeyWords]Englishvideos;situation;advantagesanddisadvantages;teachingmethodsandactivities

【摘要】近年来随着科技的发展和素质教育越来越受社会的重视，英语教学的改革也不断受到重视，其目的是使学生更有效地运用英语。

而通过英文原版影视剧进行英语教学作为一种新的教学方法，已在许多高校得到开展。

这种教学方式可以在语音、用词、会话、思维和文化等进一步提高学生的英语应用能力。

如今英语影视不仅是一种娱乐方式，更是人们学习外语的好帮手，它具有广大的发展空间。

本文根据影视英语教学现状及优缺点的分析，着重强调了教师在影视教学中的作用及要求、影片选择和时间安排的重要性。

最后本文在对英语影视教学中如何更有效地使用英语影片分别从课前、课时、课后三方面来提出一些教学方法和活动类型。

本文的目的是为了使影视片在英语教学中发挥最大的效用。

【关键词】英语影视、教学现状、优缺点、教学方法和活动类型

1.Introduction

Sincetheopen-upinChinathesedecadesandthedevelopmentofscience,thevideoiswidelyusedinEnglishclass.AshiftofemphasisinforeignlanguageteachingandlearningfromGrammar-TranslationApproachtoCommunicativeApproachhastakenplaceinrecentyears.NowthecommunicativecompetenceofEnglishisessentialforEnglishlearners.Meanwhile,therehavebeenremarkabledevelopmentsinEnglishlanguageteachingandlearning.Teachershavebeenemployingvariouswaystodevelopstudents’abilitiesandimprovethequalityofELT.Althoughvariousmethodsandtechniqueshavebeenusedtotrytoimprovestudents’abilitytocommunicateinEnglish,studieshaveprovedthatvideosarequiteaneffectivemediumforEnglishteachingandlearning.“Harmer（1983:

21）thinksthat‘theideaofsimulationistocreatethepretenceofareallifesituationintheclassroomwherestudentssimulatetherealworld.’”[1]Thevideosjusthavethiseffectasitcanofferusareallifeworld.TeachingandlearningEnglishthroughvideosmakestheprocessnatural,educationalandenjoyable.ThisarticlerevealsthesituationsofusingvideosinEnglishteachingandlearning,advantagesanddisadvantages.ThispaperalsodiscusseshowtoimproveEnglishteachingandlearningwiththiseffectivemedia.

2.Thepresentsituationsofusingvideos

Inrecentyears,theuseofvideosinEnglishclasseshasgrownrapidlyinChinaasaresultoftheincreasingemphasisoncommunicativeteachingtechniques.Beingarichandvaluableresource,videosarepopularwithbothstudentsandteachersinChina,nowvideosnotonlyprovideaformofentertainmenttopeople,butalsoareusedasawaytolearnEnglishlanguage.“Thevideocourseofferedtocollegeanduniversitystudentsofaconversationclassiscalledshitingshuo.InChineseshitingmeans‘watchingandlistening’andshuomeans‘speaking’.Aslisteningandspeakingarethetwomajorskillsstudentsshouldacquire,thevideocoursenotonlyteachesEnglishthroughvideobutalsogetsstudentstousetheEnglishtheyhavelearntintalkingaboutthevideo.”[2]

Somestudentslikevideocourse,becausetheycanlearnalotfrompeopleabouttheirpersonality,theirattitudestowardslife,andculturalbackgroundindifferentcountriesbesideslanguage.Theycanalsoenjoymanyactivitiessuchasrole-play,groupdiscussion,debatesandsoon.Whileotherstudentswhoareusedtospoon-feedingteachingmethodareworriedaboutthevideo,theythinkwatchingvideoswillwastetheirlimitedlearningtimeandlargeclasssizebringsaboutgreatdifficultiesinoralpracticeactivities.Teachersalsohavetheiropinionsonit,somethinkthatvideoscanhelpthemmotivatetheirstudents’activity,encouragethemtopracticetheiroralEnglishandprovidealotofculturalinformation.However,therearealsosometeachersnotgoodatusingmachinesandareuncomfortablewithusingnewequipments.Theyjustplaythevideofrombeginningtotheendinclass.

   Therefore,invideocourse,ifthestudentsjusttakewatchingvideoforfunorentertainment;ifthestudentslackindueattentionoranxiety;ifthetimeofwatchingissolittlethattheycannotthoroughlyunderstandtheplot;ifthereisevennoactivityorexerciseafteravideosequenceandteachersletitgoatthat,videobecomestotallyanentertainmentratherthanservingasateachingaidforcertainpurposes,whicheverwillcauseagreatwastetothebasicmodernappliancesorequipmentsinthefacility,andteachersshouldpaymoreattentiontoEnglishteachingthroughvideos,astheyarenotonlywidelyusedinEnglishteachingbutalsotheiradvantagesoutweighttheirdisadvantages.

3.Advantagesanddisadvantagesofusingvideos

3.1Advantagesofusingvideos

Eventhoughagreatnumberofmediahavetriedtoimprovestudents’Englishespeciallytheirspeakingandlisteningability,therearefewthatcanbecomparedtovideos.Thiseffectivemediacanbeseeninthefollowingreasons:

3.1.1Videosprovidemotivatingmaterialstobothstudentsandteachers

“Motivationandattitudesareimportantfactors,whichhelptodeterminethelevelofproficiencyachievedbydifferentlearners.”[3]Anoriginalvideocanbeverymotivatingandinterestingifitdescribesreal-lifesituations,real-lifepeopleandreal-lifelanguage.Duringthelearningprocess,ifweemployfilmsastheteachingmaterial,languagelearningwillbecomeenjoyable.

Thematerialsthatfilmsprovidearebothaudioandvisual,whichhelpstudentslearnEnglishmoreeasily.That’sbecausewhilestudentsarewatchingafilm,studentsnotonlylistentothecharacters’speechbutalsowatchtheirmovements,beautifulheroinesandhandsomeheroes,appreciatebeautifulsceneryandlistentopleasantsongsandfluentdialogues.Thesecanreallymotivatestudents’initiativeandenablethemtolearninarelaxingandcheerfulatmosphere.Inaddition,thescenes,thelinesorotheraspectsthatfilmsbringwillprobablyinfluencelearners’capacityastheydoinreallife.Whentheyfinishthefilmandreturntothereallife,theymaythinkofsometopicsrelatedtothefilmandspeakoutthelanguagemorespontaneously.Forexample,whentheywatchKramervs.Kramer,theymaythinkofthewomenproblemsinpresentsociety:

Shouldawoman’splacebelimitedtoherownhomeornot?

AftertheywatchSavingPrivateRyan,theymaythinkabouttheproblembetweenwarandhumanist:

Isitworthyofriskingeightsoldiers’livestosaveRyanforthepurposeofbootingmoraleonthehomefront?

[4]Theteacherscanalsoaskstudentstodiscussthesequestionsafterseeingthefilm.FilmsarethemotivatingmaterialsoflearningEnglishforstudentsandteachers. 

3.1.2Videosshowreal-lifesituationsinwhichcharactersspeaktheirownlanguage

FormostChineselearners,theylacktheauthenticEnglishlanguage-learningenvironment.Soinmostcases,theyalwaysspeakEnglishintheirownwaysanddon’tconsiderwhetherit’saccurateornot.Astimegoesby,theygetusedtoexpressing“ChineseEnglish”,whichisfullofmistakesandfeelssostrangetoforeigners.Ononehand,theyarealsoamusedinsomesentences.Becausethelanguageinabooktheyusuallylearnhasbeenpolishedagainandagainbythewriter,andeventhecommunicationinitispolished.Thusitisunrealandnotsuitableforbeingusedinfilms.[5]What’smore,therearemanycalumnies,slangs,idiomsinvideos,soitishardenoughtobecomeproficientindifferentstylesofthelanguage.However,learningtospeakdependsuponhearingsomeoneelsespeak，soEnglishfilmsdohavepositiveeffectsinthisrespect.Forexample:

（1）Youdon’tsay.

（2）Cops,freeze.

Thefirstsentenceiswrongifyouunderstanditinthisway“You’dbetternotspeakmore”.Therealmeaningis“Really?

”Thesecondsentenceisoftenheardinsomeactionfilms.“Freeze”herenotmeanscoldstorage.InAmerica,itmeans“Don’tmove”Thewholesentencemeans“Wearepolices,don’tmove.”Sometimethesamesentencehasdifferentmeanings,suchas“takecareofhim”（fromthefilmGraduation）,surfacemeaningis“lookafter”,whilethedeepmeaningis“dealwith”.Italsohasdifferentmeaningsindifferentsituations.Thepolicesaiditwithhisteethgnashedmeans“killhim”.[6]

Inaword,thelanguagethatcharactersspeakisoriginal;therefore,studentscanuseEnglishinmoreappropriatewaythroughvideos.

3.1.3Videosarealsoagoodsourceofclassroomactivity

ThesourceofclassroomactivityisaconcernformostEnglishteachers.Becauseofthedifficultiesinlookingforsuitablevideomaterials,teachersoftencancelclassroomactivity.Thenteachersactuallybecomespeechdeliverersandstudentsplaythepartoflistenersinsteadofactiveparticipantsinthisteachingandlearningprocess.Butfilmsprovideagoodsourceofclassroomactivityandmotivatestudentstojoininit.Whilewatchingthevi