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Rear D. and Rosalia C. (2004). Using film to teach student language learning autonomy.
Paper presented at the ETA International Symposium on English Teaching. Nov 2004,
Taipei, Taiwan.
It was published in: Rear D. (2005). Film as a tool for developing student autonomy.
Working Papers in Language Education Vol. 2, 93 - 101.
Abstract
When Japanese students are asked how they study English in their free time, they often
say they watch English movies. This paper will demonstrate how students can take an
activity they already enjoy (but often do passively) and fine-tune it into enjoyable, selfdirected, and self-assessed independent learning opportunities. The activities encourage
students to make their own learning materials by utilizing self-chosen film clips to
improve the skills they wish to focus on, including vocabulary, pronunciation, grammar,
critical thinking and listening. Feedback from our students testifies that they hunger for
more native interactions, making autonomous learning with authentic material vital.
Most activities involve students choosing the film, activity, number of participants, and
mode of assessment (self, peer, or teacher), thereby training themselves to be more selfdirected and aware of their own mistakes and weaknesses.
educational culture such as that of Japan, where autonomous learning often gains little
emphasis, it is vital that learners be afforded the opportunity to work with materials that
can be effectively utilised away from the school environment.
Film is an obvious and practical tool with which this can be achieved. Firstly, of
course, it has the benefit of being attractive to a wide range of students, almost regardless
of age, aptitude, and interest. In a pre-study questionnaire given to sixty Freshman
students at a foreign language university in Japan, over ninety-six percent reported that
they either loved or liked watching movies, and eighty-five percent watched at least
one film in English a week. Film carries the advantage of story: it entices learners with a
powerful combination of sound, image, and dialogue, contextualising the language they
are studying and encouraging in them a natural desire to understand it. Students are
frequently willing to spend hours each week listening to the flow of English dialogue
emanating from their television screen, while more traditional modes of study fail to
inspire.
With the wide variety of films available, it is unlikely students will fail to find one
that suits their interests and tastes. Childrens movies and animations offer lower-level
learners a chance to hear large amounts of English spoken in context. More adult-oriented
films can fulfill the needs of advanced learners. They also provide an insight into the
cultures of the target language (albeit somewhat distorted by the lens of the filmmaker),
providing learners with a glimpse of where their linguistic skills can take them, as well as
exposure to a large range of accents and dialects. Finally, they have the advantage of
being easily accessible away from the classroom. With most families in Japan possessing
DVD players or personal computers, movies can be conveniently utilised as linguistic
resources at almost any time. They will also be available once the student has completed
their course.
They usually failed to employ strategies that one might reasonably expect to assist
language learning, as the following table illustrates:
Strategy
Always
Often
S/times
Rarely
Never
0%
10%
35%
37%
18%
0%
7%
17%
43%
33%
0%
15%
16%
39%
30%
0%
6%
12%
29%
53%
2%
13%
14%
30%
41%
4%
23%
26%
31%
16%
0%
9%
24%
39%
28%
1%
9%
13%
34%
43%
Perhaps as a consequence of this, few students reported that they felt movies
genuinely helped them to improve their English. The majority (seventy-eight percent), in
fact, admitted that they had little or no idea how to use movies to study English.
It was for this reason that the Film for Independent Learning component was
added to the Freshman English programme. Films can be a rich resource for language
learning, offering opportunities for extensive and intensive listening, pronunciation work,
grammatical and lexical development, and critical reflection. If students were given
guidance on how to use film more effectively, it was hoped they would eventually begin
to do so independently.
Activity 1:
Discussion Topics
Activity 2:
Story Frames
Activity 3:
Comparing Characters
Activity 4:
Activity 5:
Character Interviews
Activity 6:
Dictation
Activity 7:
Reverse Translation
Activity 8:
Activity 9:
Activity 10:
Trailers
Activity 11:
Activity 12:
Speaking.
Activity 13:
Activity 14:
Pronunciation Project
At the end of the four classes, the students were asked to give their thoughts on the
component, and the reaction was almost overwhelmingly positive. Ninety-seven percent
of students said they had enjoyed or very much enjoyed the experience, with the only
negative reports being due to the difficulty of finding and setting up DVDs in the
crowded settings of the university. In the future, we would hope to research whether
students continue to use the activities they have learned in their everyday independent
study.
Acknowledgements
Many of the above activities were adapted from:
Stempleski S. and Tomlin B. (2001): Research Books for Teachers: Film. Oxford: OUP
Film Vocabulary
Overview of Activities
Discussion Topics
Story Frames
Comparing Characters
Character Interviews
Dictation
Reverse Translation
Film Vocabulary
Talking about movies
Making a movie
Whats it about?
actor
n.
Whos in it?
actress
n.
Where is it set?
director
n.
producer
n.
editor
n.
to edit (s/thing)
vb.
to act in
vb
cast
n.
scriptwriter
n.
vb.
script
n.
sequel
n.
to dub (a movie)
vb.
remake
n.
crew
n.
agent
n.
agency
n.
(camera) angle
n.
shoot (a movie)
vb.
Watching a movie
plots
setting
n.
a Western
n.
sound effects
n.
criminal
n.
special effects
n.
victim
n.
subtitles
n.
evidence
n.
trailer
n.
title
plot
n.
character
n.
dialogue
n.
complex
adj.
clip
n.
characteristic
n.
scene
n.
vb.
commercial
n.
politics
n.
synopsis
n.
detailed
adj.
(opening) credits
n.
scary
adj.
(closing) credits
n.
amusing
adj.
fame
n.
to succeed
vb.
superstar
n.
to fail
vb.
legend
n.
success
n.
celebrity
n.
failure
n.
popularity
n.
a (big) hit
n.
Oscar
n.
a flop
n.
Academy Award
n.
to criticise
vb.
award
n.
to praise
vb.
role
n.
(film) review
n.
major role
n.
minor role
n.
leading role
n.
Whole Film
If you choose these options, you have to watch the film OUTSIDE CLASS.
You can discuss and do the activities inside class.
Activity One: Discussion Topics (2 3 people): 40 minutes
Summary:
Skills:
Method:
(1)
(2)
(3)
Skills:
Method:
(1)
(2)
(3)
Watch an English movie and then compare the main characters using a
Venn diagram.
Skills:
Method:
(1)
(2)
(3)
Skills:
Method:
(1)
(2)
(3)
(4)
Watch an English movie and role-play an interview with one of the main
characters.
Skills:
Method:
(1)
(2)
(3)
Film Clips
If you choose these options, you have to choose and set up the film clip OUTSIDE
CLASS. You can watch the film clip and do the activities inside class.
Activity One: Dictation (1 - 2 people): 1 hour
Summary:
Watch a short scene of an English movie without subtitles and write down
the dialogue.
Skills:
Method:
(1)
(2)
(3)
(4)
Give your teacher the dialogue and write about your experience
Watch a scene from an English movie with Japanese subtitles with the
sound off and try to work out what the characters are saying.
Skills:
Method:
(1)
(2)
Watch the scene with the sound off and translate the Japanese
subtitles into English.
(3)
(4)
Show your teacher your translation and write about how accurate
it was.
Watch a sort clip from an English movie and make some comprehension
questions for your friends, who then watch the same clip.
Skills:
Method:
(1)
(2)
(3)
Show the scene to your friends. Your friends try to answer the
questions
(4)
you wrote.
Watch a short clip from an English movie with subtitles and repeat what
the characters to improve your vocabulary and pronunciation.
Skills:
Method:
(1)
(2)
Listen carefully to what the characters are saying and try to repeat
it with the same pronunciation.
(3)
(4)
Watch trailers for three different films and discuss which trailer you think
is best.
Skills:
Method:
(1)
(2)
(3)
Get a script from a short movie scene and write it out with four mistakes.
Show the scene to your partner and see if they can find the mistakes.
Skills:
Method:
(1)
(2)
(3)
Show the scene to your partner and see if they can find the
mistakes.
Look at a movie poster or video cover and guess what happens in the first
scene.
Skills:
Speaking.
Method:
(1)
(2)
(3)
(4)
Others
Activity One: Pronunciation project
Summary:
Skills:
Acknowledgements
Many of the above activities were adapted from:
Stempleski S. and Tomlin B. (2001): Research Books for Teachers: Film. Oxford:
OUP
Skills:
Method:
(1)
(2)
(3)
Materials:
Any movie
Feedback
What movie did you watch?
________________________________________________________________
Explain about the movie: what was it about? who was in it? where was it set?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What did you think of the movie?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Method:
(1)
(2)
Materials:
Any movie
Story frame
Film title
Setting
Character
The main character in this film is
In the film, he / she
I think he / she is good / bad because
Plot
The film starts when
Next,
Then,
Finally,
Opinions
What I liked about this film was
What I didnt like about this film was
Skills:
Method:
(1)
(2)
Materials:
Any movie
Other questions
Venn diagram
Who are the main characters? How are they similar or different?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Method:
(1)
(2)
(3)
(4)
Materials:
Any movie
A different idea
If you want, you can imagine you are another character in the film and write the
letter from that character.
e.g. If the movie is Titanic, you could be Rose and write a letter to Jack.
Feedback
Please write your letter here:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Method:
(1)
(2)
Materials:
Student A:
(3)
(4)
Student B:
Example questions
Rose is being interviewed by a famous romance magazine called We Love Men.
o How do you feel about Jacks death?
o Why did you fall in love with him?
o Were you scared when Titanic sank?
o What are doing now?
o What are your hopes for the future?
o Are you planning to get married?
Skills:
Method:
(1)
(2)
(3)
Materials:
More information
Sometimes we only need to catch the main ideas, but sometimes we need to
understand every word. You can use movies to improve you ability to listen
accurately for details. One way to do this is by dictation.
Procedure
1. Choose a brief scene (or part of a scene) from your favourite film. Don`t
make it too long- about 10 lines of dialogue is enough. Do not have
subtitles.
2. Get a piece of paper and a pen, and watch the scene. As you watch, write
down the dialogue. At first, you may only be able to understand a few
words here and there. Don`t worry! Watch the same scene again. Write
down more words. And again. And so on
3. When you`ve done as much as you can do, you have a number of options.
If it is a DVD, you can check the English subtitles. If there is a screenplay
available, you can check that (SALC has about 30 screenplays). Or you
can bring the video and your script to me, and I`ll check it for you.
Feedback
Please write your dictation here:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Method:
(1)
(2)
Watch the scene with the sound off and translate the
Materials:
(3)
(4)
More information
In this activity, you get a chance to practise your grammar and vocabulary, as
well as your listening. You can also take the first steps towards becoming a
translator in the future!
Procedure
1) Watch a part of a movie you like with the sound off, and with the Chinese
subtitles visible. DVDs work best.
2) Watch about 10-15 lines of dialogue.
3) By yourself, or with a friend, translate the subtitles into English. Try to use
natural, colloquial English if you can- remember, movies try to show
people having real conversations.
4) Watch the scene with the sound on to check your answers.
5) Watch the scene with English subtitles for a final check.
Feedback
Please write your translation here:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Please write the real translation here:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Method:
(1)
Materials:
NB:
(2)
(3)
(4)
(5)
Any movie
If you do this with two people, one person should write questions for
one movie and then ask their partner, and the other person should do the
same with a different movie. With four people, two people can make
questions together for the same movie and two people a different movie.
Write your questions here:
1.
2.
3.
4.
5.
Watch a short clip from an English movie with subtitles and repeat
what the characters to improve your vocabulary and pronunciation.
Skills:
Method:
(1)
(2)
Materials:
(3)
(4)
Watch trailers for two different films (one which you picked out and
one which your partner picked out) and discuss which trailer you
think is best.
Skills:
Method:
the title
(3) Try to catch the words and write down the key dialogue. (Ask
your teacher to watch your trailer if you need some help. Before
you ask though, watch the trailer at least 3 times)
(4) Discuss which trailer was best and why.
Materials:
Feedback
Trailers watched: __________________________________________________
Which movie looked best? ___________________________________________
Why? ___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Skills:
Speaking.
Method:
(1)
(2)
(3)
(4)
Materials:
Characters:
Key events:
Dialogue:
Other:
List any other details you think might be part of the opening
scene.
Feedback
What did you think would happen?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What actually happened?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Intonation
Speed
Rhythm
Accent
Word stress