영화 Charlotte's Web을 활용한 수업지도안 개발

Abstract

The purpose of this study is to explore effective ways of using film in communicative teaching and learning. For this purpose, the value of film and its effectiveness as a teaching resource were examined. Several advantages of using film in classroom suggested in this study are as follows: authenticity, provision of cultural knowledge, promoting motivation, accessibility, and relatedness to follow-up activities. Film provides not only a source of language used in real-life but also cultural information through authentic contexts or given situations. Moreover, film develops students’ interest and curiosity in the target culture and language, thereby acting as a source of motivation. Film also serves as a springboard for related post-viewing communicative tasks and activities. For these reasons, film can be exploited as a means of improving communicative competence. This study proposes useful teaching plans to improve communicative competence adapting movies. The study draws on teaching-learning activities designed by Wood, Stempleski, and Tomalin, as well as instructional models devised by Allan. The teaching plans target third grade middle school students, using the movie Charlotte's Web. The conclusion of this study is as follows: First, the power of film to interest learners brings positive effects on target language learning. Second, film makes an excellent use of technology to convey contemporary cultural and linguistic information. Third, the use of film in the classroom enables successful language acquisition only when the film to be used in a class undergoes a careful selection process. Lastly, film can be used to design effective communicative activities in contrast to traditional teaching activities, such as simple translation and cloze tests using passages from the transcript. This study suggests that the practical use of film positively affects the affective, linguistic, and sociocultural factors in English learning and contrives teaching plans to improve learner's communicative competence. Because teaching plans have not been systematically implemented in the classroom, their pedagogical effects may not be verified. However, it has been widely accepted that movies are useful tools when it comes to teaching English in EFL classes. Thus, practitioners and researchers should develop proper instructional models and activities for using movies in English classes.