THE EFFECT OF MOVIE VIEWING ON LEARNING ENGLISH AS A FOREIGN LANGUAGE

Size: px
Start display at page:

Download "THE EFFECT OF MOVIE VIEWING ON LEARNING ENGLISH AS A FOREIGN LANGUAGE"

Transcription

1 THE EFFECT OF MOVIE VIEWING ON LEARNING ENGLISH AS A FOREIGN LANGUAGE BY HSIO-LAN HSIEH ( 謝 曉 嵐 ) JIUN-YAO WU( 吳 俊 堯 ) PEI-YU LAI( 賴 珮 羽 ) SHENG-KAI CHANG( 張 勝 凱 ) TING-YU CHEN( 陳 廷 宇 ) WEN-JIUN KAO( 高 文 俊 ) ADVISOR: Associate Professor Chia-li Kang( 康 家 麗 老 師 ) Department of Applied English Yuanpei University January 2010 Hsinchu, Taiwan

2 The project, by Hsiao-lan Hsieh, Pei-yu Lai, Ting-yu Chen, Sheng-kai Chang, Jiun-yao Wu, Wen-jiun Kao, is accepted in its present form by Department of Applied English of Yuanpei University as satisfying the project requirement for the degree of Bachelor of Arts. Committee Member and Advisor Chairman of the Department January 2010

3 ACKNOWLEDGMENTS Our greatest thanks go to our advisor, Professor Chia Li Kang, who painstaking went through the early drafts of the text, always helping with her professional advice and kindness. We also wish to thank Professor Yin Yin Chang of Department of Business Administration of Yuanpei University for her guidance with the design of the questionnaire for the present study and other teachers of DAE, who offered encouragement and sound insights. We re particularly grateful to Chair Kao for his support. Without all these great teachers assistance, this study would be Mission Impossible. ii

4 ABSTRACT For years, finding ways and materials to make the learning experiences for EFL students more inspiring and fruitful has been one of the most important tasks of English teaching. Recently, it has become very popular among EFL teachers to use movies (in DVD format) as core content in the course curriculum or supplementary materials to teach English. And many researchers have reported that authentic video is motivating and beneficial. However, few studies have been conducted to investigate the relationship between students movie preferences and effective learning. If films shown in a class don t arouse students interest, the learning effect will be lessened. Therefore, in the present study, the effectiveness of using DVD films of the most popular movie genres was examined. The five research questions were: 1. Does instruction using DVD films motivate students to study in EFL classes? 2. Are movie preferences related to effective learning? 3. What are the most popular movie genres? 4. Do subtitles/captions, one of the unique characteristics of DVD films, enhance comprehension of the language used in the movie and thus motivate students to learn? 5. Are movie related classroom activities such as keyword preview useful? The current study lasted for two semesters from February 2009 to January The research group conducted a survey to collect data which were analyzed to evaluate participants opinions on using movies to teach in EFL classrooms. Since all the participants were Yuanpei University students, we hope that the results of the survey will provide English teachers with useful information to teach EFL classrooms. iii

5 TABLE OF CONTENTS ACKNOWLEDGMENTS ii ABSTRACT..iii CHAPTER ONE: INTRODUCTION STATEMENT OF PROBLEM 1.2 PURPOSE OF STUDY 1.3 RESEARCH QUESTIONS CHAPTER TWO: LITERATURE REVIEW.3 CHAPTER THREE: METHODOLOGY PARTICIPANTS 3.2PROCEDURES CHAPTER FOUR: RESULTS AND DISCUSSION DATA COLLECTION 4.2 DATA ANALYSIS CHAPTER FIVE: CONCLUSION 29 REFERENCES 30 APPENDIX..31 iv

6 INTRODUCTION In Taiwan, most students have taken English classes for at least six years before they enter college. However, most of them remain insufficient in their ability to use the language. They have remarked that the dull materials used in most language classes are one of the reasons for their lack of motivation to learn. In recent years, to promote the learners mastery of language skills, language teachers have been eager to look for a variety of quality teaching materials and aids to be used in EFL classes to ensure that the students can gain optimum to learn. Many surveys conducted by language educators and scholars have revealed that films in video format can become an integral part of the curriculum because movies provide exposures to the real language used in authentic settings and the culture in which the foreign language is spoken. They also have found films that draw the learners interest can positively affect their motivation to learn (Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004 ). Purpose of Study This study aims to find out what genres of English movies students enjoy viewing, and whether subtitles (Chinese, English, or both) are indispensable to effective learning. The paper is also devoted to finding out whether movie-related vocabulary preview given by teachers will help learners feel more comfortable with the approach of learning a language through film viewing and thus facilitate learning. Keeping all this objectives in mind, we hope to provide useful information regarding presenting movies in EFL classrooms to make learning more interesting, enjoyable and beneficial. 1

7 Research Questions In this study, the research questions are: 1. Does instruction using DVD films motivate students to study in EFL classes? 2.Are movie preferences related to effective learning? 3. What are the most popular movie genres? 4. Do subtitles/captions, one of the unique characteristics of DVD films, enhance comprehension of the language used in the movie and thus motivate students to learn? 5. Are movie-related classroom activities such as keyword preview useful? 2

8 LITERATURE REVIEW Using videos to facilitate learners listening comprehension has been widely discussed in the past two decade (Secules et al, 1992; Weyers, 1999; Linebarger, 2001; Kusumarasdyati, 2004; Luo, 2004; Lin, 2009). After DVDs appeared along with their distinctive feature of captions in different languages, the use of DVD films in developing students language skills and in motivating the students to learn has been further investigated (Chiang 2006). Lin (2009) investigated the effects of visual aids and text types on listening comprehension. The results of the study show a significant effect of input presentation modes on listening comprehension and their interaction with text types. Based on Krashen s target language Input Hypothesis, Joseph R.Weyers put forward his research hypothesis that an increase in the quantity and quality of the input should result in a similar increase in the quantity and quality of students output. In his study, he defined quantity as the sheer amount of input reaching student viewers via video programming, which far surpasses the capabilities of a sole instructor (340). The quality of the input refers to the contextualized, unstructured not graded for foreign language learners native speech provided by the telenovela [TV soap opera] (340). The experiment was conducted for two purposes: using the authentic soap opera to measure whether it can increase students listening comprehension and enhance their oral production. There were two groups in Weyer s study: 17 subjects in the control group and 20 subjects in the experimental group. The experiment was conducted in two second-semester Spanish classes for 8 weeks at the University of New Mexico. All the students were present for the pre- and post-treatment tests. Both groups followed the established curriculum for second-semester Spanish. However, the experimental group was supplemented by the experimental treatment. The treatment required that the subjects in the experimental group watched two episodes of a Spanish soap opera per week, which was taped off-air with the commercials and was not specifically designed for language learners. The viewing consumed approximately 45 minutes of the 60-minute class period. Before viewing each episode, the teacher gave the participants a short summery in English of the telenovela. The result of the experiment suggests that telenovelas are a valuable source in increasing the students listening comprehension skills. Jia-Jen Luo s study focused on examining the influence of DVD films on students listening comprehension. Nine films were incorporated into the class curriculum and used in the whole school year. The DVDs were the main materials of the course, supported by the designed activities. Instructional activities included 3

9 story-telling, picture description and open-ended questions for group discussion on topics retrieved from the films. Caption-on and caption-off activities were given so that the students could practice their listening. The final results of the statistical analyses indicate that college freshmen s listening did improve through the instruction of using DVD films in a motivating learning environment with lower level of anxiety after a whole school year (Luo iii). Yong-Ruei Chiang compared two different types of presenting English news on CTS (Chinese Television System) CTS Inside Taiwan and FTV (Formosa Television) English News Edition. The captions of CTS Inside Taiwan were Chinese and English and those of FTV English News Edition were all English. The participants of the study were junior English majors and freshman non-english majors at a national university in Taiwan. The participants were given the chance to listen to English news with Chinese subtitles and English captions (CTS Inside Taiwan) and then to listen to news broadcast on FTV s English News Edition with only English captions. After the listening activities, the participants were asked to complete the posttests and questionnaires. There were three parts in the posttest: listening comprehension, spelling, and vocabulary. According to the survey, the more effective subtitles/captions for the improvement of participants listening comprehension were Chinese subtitles (with English sound track). In addition, the results of the spelling test showed that the effectiveness of these two types of captions were almost the same. However, in vocabulary, English captions with English sound track were thought to be more useful than Chinese subtitles with English sound track. They concluded that both Chinese and English captions were useful to learn English. In Deborah L. Linebarger study, the author investigated caption use, sound and the reading behavior of 76 children who had just completed 2 nd grade. The statistical results indicate that beginning readers recognize more words when they view television that uses captions. The author also concluded that the combination of captions and sound helped children identify the critical story elements in the video clips (288). 4

10 METHODOLOGY In this survey, two films were chosen for the participants of different classes to watch. Participants only watched one film in their class is a Stephen King horror film. A novelist by the name of Mike Enslin (played by John Cusack) checks into the fabled room 1408 in the Dolphin Hotel. Soon after he checks in, his memories of the death of his father and his daughter are recalled. Bedtime Stories is a dream come true comedy. Skeeter Bronson (played by Adam Sandler), the leading character, is a hotel handyman who tells bedside stories to his niece and nephew. One day, he finds that all his stories mysterious come true. These two movies were chosen because there are similar scenes in each movie and the participants of the project could be exposed to repeatedly utilized conversations. 1408, for example, sets in a hotel in which many guests check in. In a hotel scene, the students will hear authentic English often used at a hotel s front desk concerning reservation making, bill paying and concierge service. Participants The initial sample consisted of 254 participants. The participants were freshman, sophomore and junior English majors and sophomore non-english majors at Yuanpei University. These participants, whose English proficiency was considered as intermediate level, were enrolled in the courses of English Reading (4), Sophomore English (3), and English Conversation (2). However, there were only 242 reliable questionnaires received from these participants. In these 242 respondents, there were 87 male participants (36%) and 155 female participants (64%). 116 participants were English majors (48%) and 126 participants (52%) non-english majors. 6 participants (2%) had had experience of studying English in an English-speaking country for one month to 2 years. (Table 1) Table 1. Period of Time Spent Studying English Overseas sex department year How long 1 female B.A Freshman no answer 2 female A.E Sophomore one month 3 female A.E Junior one month 4 female A.E Junior two months 5 male No answer Junior three months 6 male A.E Freshman two years 5

11 Procedures Prior to the viewing activity, participants were given a short list of vocabulary words and phrases used in each movie to prepare them for better understanding of what the characters say in the movie. (Appendix A) After movie viewing, questionnaires (in Chinese) (Appendix B for Chinese version of questionnaire and appendix C for English version of the questionnaire.) with 19 questions were given for participants to fill up. In this survey, questionnaires were used to collect information because the questionnaire has been proven a trustworthy method to get feedback on issues of interest (Sheng Jhuan Lin, 2003). A post-viewing test (Appendix D) was administered to the participants to see how much they had learned through the viewing activity. The test was designed to measure a participant s ability to recognize the key words and target sentences that were repeated in the similar scenes throughout the film four or five times. All these procedures for this study were conducted in the 2nd Semester of Data analysis Statistical Product and Service Solutions (SPSS12.0), a tool for statistical analysis, was used to analyze the data. 6

12 RESULTS AND DISCUSSION 4.1 DATA COLLECTION AND DATA ANALYSIS In addition to key word preview and post-viewing test, a questionnaire was administered. In the questionnaire, there were 19 questions. This questionnaire, which aimed to obtain the participants general background and to investigate the relationship between movie-viewing and learning effect, was given to the participants after the viewing activity. The result of each question is analyzed as follows. Q1. What kinds of English movies do you like? (You can choose more than one.) Name Count Percentage Thriller % Comedy % War movie % Documentary % Romance % Suspensor % Sci-fi % Action movie % Animated film % The data show that comedy is the most popular movie genre. It is reasonable to infer that people like comedy because of its entertaining and funny elements. It would bring laughter and relaxation to life. Q2. Do you think watching English movies has a beneficial effect on learning English? Item Participant Percentage 39% 29% 27% 3% 1% 1% 7

13 The data show that 95% of respondents that English movie viewing are useful in language learning. Q3. What kinds of English movies do you think are beneficial in learning English? (You can choose more than one.) Name Count Percentage Thriller % Comedy % War movie % Documentary % Romance % Suspensor % Sci-fi % Action movie % Animated film % The data show that most students think that comedy is their first choice when it comes to movie preference. Q4. Do you think your movie preferences will affect your learning? Item No reply Participant Percentage 24% 27% 35% 7% 3% 2% 2% Q5. With regard to captions, what subtitles/captions would you choose when you watch English DVD films at home? Item Chinese English None Participant Percentage 95% 4% 1% 0% 8

14 The data show 95% of the participants chose Chinese subtitles. Q6. Do you think Chinese subtitles are better than English captions in learning English? Item No reply Participant Percentage 15% 25% 34% 14% 11% 1% 0% Q7. Do you think English captions are good in learning English? Item Participant Percentage 20% 30% 33% 10% 6% 1% Q8. After watching a film with Chinese subtitles, will you watch it again with English captions? Item No reply Participant Percentage 12% 21% 43% 15% 5% 4% 0% 9

15 Q9. I am interested in learning English if the teacher uses English films as teaching materials. Item No reply Participant Percentage 37% 22% 36% 3% 1% 1% 0% More than 37% of participants chose, 22% of participants chose and 36% of participants chose. The data show using DVD films in EFL classrooms is highly accepted by the students. Thus, using DVD films to teach EFL class is highly recommended. Q10. Does keyword preview help understand the story line of a movie? Item No reply Participant Percentage 31% 24% 39% 2% 2% 2% 0% Q11. Do you keyword preview before movie viewing motivate you to learn English? Item No reply Participant Percentage 24% 25% 40% 5% 4% 1% 1% 10

16 Based on Questions 10-11, the data show that regarding the pre-viewing keyword preview activities, 94%of the participants consider the keyword preview helpful to their understanding of the story of the movie and to their learning experience. Q12. What do you think about the film (1408 or Bedtime Stories)? Item Great So so Bad Participant Percentage 42% 435 3% 12% Q13. Do you think this film is useful in learning English? Item No reply Participant Percentage 13% 27% 33% 6% 8% 2% 11% Q14. Do you you have learned some English by watching the film? Item No reply Participant Percentage 15% 22% 33% 9% 3% 7% 11% 11

17 Q15. How many English sentences have you learned from the movie? Item 1-3 sentences 3-5 sentences 5-7 sentences More than 10 Participant Percentage 40% 21% 10% 8% 21% The data show that exposure to similar dialogues four or five times over the course of 100-minute movies showing time helps participants remember some of the sentences used in the similar scenes. Q16. Can you write down any words and sentences you have learned from the movie? This question is an open-end question. Participants were asked to write down as many words and sentences as possible. Q17. Why do these sentences impress you so much? Item Been repeated many times Too funny Abusive language Have learned before Participant Percentage 18% 23% 13% 12% 34% 12

18 Q18. Do you think the dialogs in the movie can be used in daily life? Item Participant Percentage 11% 28% 32% 6% 4% 1% 18% Q19. Do you think key word previewing helps understand the movie and has positive effect on learning? Item Participant Percentage 13% 25% 35% 5% 4% 1% 17% The result of the post viewing test Although 80% of the participants failed the post-viewing test, they believed that they would have done much better if they could have been given more time to finish the test. RESULTS OF DATA COLLECTION AND DISSCUSSION 13

19 Gender* Chinese subtitles are good for learning English 2%0% 14% 17% 15% 23% 29% Female Female 14

20 Major* Chinese subtitles are good for learning English 3%0% 16% 15% 20% 15% English majors 31% 14% 6% 0% 1% 35% 14% 30% Non English majors 15

21 Gender* English captions are good for learning English 9% 2%1% 15% 15% 25% 33% 8% 5% 1% 0% 22% 32% 32% 16

22 Major* English captions are good for learning English 6% 5% 0% 27% 30% English majors 32% 14% 7% 2%1% 13% 28% 35% Non English majors 17

23 Gender* English movies can be used as useful teaching materials. 2% 1% 1% 1% 30% 43% 22% 4%1%0% 0% 33% 41% 21% 18

24 Major* English movies can be used as useful teaching materials. 2% 0% 0% 0% 27% 51% 20% English majors Non English majors 19

25 Gender* Willing to watch the movie again with English captions after Chinese subtitles 8% 1% 7% 10% 16% 22% Male 36% 14% 5% 1% 0% 14% 20% 46% 20 l

26 Major* Willing to watch the movie again with English captions after Chinese subtitles 12% 4% 1% 0% 46% 15% 22% English majors 6% 1% 6% 10% 17% 19% Non English majors 41% 21

27 Gender* Caption choice (with English sound track) English only Chinese only Both 46% 7% Male 47% English only Chinese only Both 5% 32% 63% Female 22

28 Major* Caption choice (with English sound track) English only Chinese only Both 6% 25% 69% English majors English only Chinese only Both 45% 6% 49% Non English majors 23

29 Gender*Watching English movies enhances motivation to learn. 3% 2% 1%1% 29% 32% 32% Male 2% 1% 0% 26% 44% 27% Female 24

30 Major*Watching English movies enhances motivation to learn. 1% 0% 0% 0% 23% 20% 56% English majors 5% 2%1% 25% 30% Non English majors 37% 25

31 Gender* Preferred Movie Genres SEX/ Genres Male percentage Female percentage Thriller % % Comedy % % War movie % % Documentary % % Romance % % Suspenser % % Sci-fi % % Action % % Animated film % % Male: 87 (36%) Female: 155 (64%) Major* Preferred movie genres Department/ Genres English majors percentage Non-English majors percentage Thriller % % Comedy % % War movie % % Documentary % % Romance % % Suspenser % % Sci-fi % % Action % % Animated film % % English majors: 116 (47.9%) Non-English majors:126 (51.2%) 26

32 Gender* The Relationship between preferred movie genres and motivation to learn English SEX/ Genres Male percentage Female percentage Thriller % % Comedy % % War movie % 6 3.9% Documentary % % Romance % % Suspensor % % Sci-fi 8 9.2% 9 5.8% Action % % Animated film % % Male: 87 (36%) Female: 155 (64%) Major* The Relationship between preferred movie genres and motivation to learn English Department/ Genres English majors percentage Non-English majors percentage Thriller % % Comedy % % War movie 7 6.0% % Documentary % % Romance % % Suspensor % 7 5.6% Sci-fi 9 7.8% 8 6.3% Action % % Animated film % % English majors: 116 (47.9%) Non-English majors:126 (51.2%) 27

33 The statistical results of this research demonstrated that 1. There is strong support in using DVD films to motivate students to study English; 2. Movie preferences are related to effective language learning; 3. Comedy is the most popular movie genre; 4. Chinese captions with English sound track benefit the participants the most as more than 90% of the participants reported that this technique helped their learning and more than 75% of participants supported the use of different captions when watching DVD films in EFL classrooms. 5. Key word preview facilitates learning. Data Analysis 1. The use of subtitles/captions: Male vs Female For the relation between gender and subtitles/captions, 87% of male participants prefer Chinese subtitles and 67% of female participants chose Chinese subtitles. The result of this question could be viewed from the point that Chinese subtitles made the participants feel more comfortable as they could follow the story line of the film. 2. The use of subtitles/captions: English majors vs Non-English majors For the relation between major, subtitles/captions, and learning effect, 69% of English majors chose the presence of both Chinese subtitles and English captions. This result indicated that English majors believe the presence of both Chinese subtitles and English captions would help improve their language skills and help follow the story line. For non-english majors, 49% of participants chose Chinese subtitles only. The most interesting thing found in the study is that only 6% of English majors and 6% of non-english majors chose English captions only. This shows only a very small portion of the participants were confident and aggressive enough to take the challenge of watching an English movie with only English sound track and English captions. 28

34 CONCLUSION This study was an investigation on the correlation between the viewing of DVD films and effective learning in EFL classrooms. As many studies have shown, DVD films can become an integral part of the curriculum. Although the present study hadn t been incorporated into the course curriculum, we have had significant findings. Whether they are an integral part of the school curriculum or supplementary teaching materials, DVD films with their special features such as subtitles and chapter separation would help to develop an effective learning environment. Teachers can design film-related activities and integrate them into instruction to motivate their students. Learning can be fun! 29

35 REFERENCES Chiang. Yong-Ruei. (2006). A Comparative Study of Different Subtitling Formats in Two English News Broadcast in Taiwan. MA thesis. Taiwan: National Tsing Hua University. Kusumarasdyati. (2004). Listening, Viewing and imagination: Movies in EFL Classes. Paper presented at the 2 nd International Conference on Imagination and Education., Vancouver, Canada. Lin, Cheng-Yi Eric. (2002). Using Films to Activate Cultural Awareness in the EFL Classroom: A Case Study of Freshmen Business Majors. MA thesis. Taiwan: Tamkang University. Lin, Sheng Jhuan. (2003). 教 育 研 究 方 法 : 全 方 位 的 統 整 與 分 析. Taiwan: 心 理 出 版 社 Lin, Yun-Chu. (2009). The Effects of Visual Aids and Text Types on Listening Comprehension. MA Thesis. Taipei: Taiwan Normal University. Linebarger, L. Deborah. (2001). Learning to Read from Television: The Effects of Using Captions and Narration. Journal of Educational Psychology, 93, 2, Luo, Jia-Jen. (2004). Using DVD Films to Enhance College Freshmen's English Listening Comprehension and Motivation. MA thesis. Taiwan: National Tsing Hua University. Sommer, P. (2001). Using Film in the English Classroom: Why and How. Journal of Adolescent and Adult Literacy, 44(5), Weyers. Joseph R. (1999). The Effect of Authentic Video on Communicative Competence. The Modern Language Journal, 83, iii, Secules, Teresa., Herron, Carol, & Tomasello, Michael. (1992). The Effect of Video Context on Foreign Language Learning. The Modern Language Journal 76, iv,

36 APPENDICES A Vocabulary Review APPENDICES B Questionnaire (in Chinese) 31

37 APPENDICES C Questionnaire (in English) Hi, we are English majors. We want to know your opinions on learning English through movie viewing. We would appreciate it if you can fill up the questionnaire. Gender : Male Female Age: Grade : Freshman Sophomore Junior Senior Have you ever lived in any English-speaking countries? Yes No If yes, how long? ==================================================== 1. What kinds of English movies do you like? (You can choose more than one.) Thriller Comedy War movies Documentary Romance Suspensor Science Fiction Action movie Animated movie 2. Do you think watching English movies has a beneficial effect on learning English? 3. What kinds of English movies do you think are beneficial in learning English? (You can choose more than one.) Thriller Comedy War movie Documentary Romance Suspensor Science Fiction Action movie Animated movie 4. Do you think your movie preferences will affect your learning? 5. With regard to captions, what subtitles/captions would you choose when you watch English DVD films at home? Chinese English 6. Do you think Chinese subtitles are better than English captions in learning English? 7. Do you think English captions are good in learning English? 32

38 8. After watching a film with Chinese subtitles, will you watch it again with English captions? 9. I am interested in learning English if the teacher uses English films as teaching materials? 10. Does keyword preview help understand the story line of a movie? 11. Do you keyword preview before movie viewing motivates you to learn English? ==================================================== 12. What do you think about the film (1408 or Bedtime Stories) Great So so Bad 13. Do you think this film is useful in learning English? 14. Do you you have learned some English by watching the film? 15. How many English sentences have you learned from the movie? 1~3 3~5 5~7 at least Can you write down any words and sentences you have learned from the movie? Yes No. 17. Why do these sentences impress you so much? Because they are repeated Because they are funny Because they are four-letter words 18. Do you think the dialogs in the movie can be used in daily life? 33

39 19. Do you think key word previewing helps understand the movie and has positive effect on learning? APPENDICES D Posttest 34

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Enhancing Technology College Students English Listening Comprehension by Listening Journals

Enhancing Technology College Students English Listening Comprehension by Listening Journals Enhancing Technology College Students English Listening Comprehension by Listening Journals Jung-chuan Chen* Department of Applied Foreign Languages, Nanya Institute of Technology Chung-Li, Taiwan, 32034

More information

THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS OF ENGLISH TO LEARN VOCABULARY

THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS OF ENGLISH TO LEARN VOCABULARY Z E S Z Y T Y N A U K O W E UNIWERSYTETU RZESZOWSKIEGO SERIA FILOLOGICZNA ZESZYT 14/2003 STUDIA ANGLICA RESOVIENSIA 2 Tomasz KARPIŃSKI THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS

More information

EXAMS Leaving Certificate English

EXAMS Leaving Certificate English EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking

A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking WHAMPOA - An Interdisciplinary Journal 57(2009) 119-126 119 A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking Wain-Chin Dana Chen 1 1 Department of Foreign Languages, ROC Military Academy

More information

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States Making Reading Content Comprehensible for Intermediate Language Learners Colin Dalton University of Houston-Downtown, United States 0135 The European Conference on Language Learning 2013 Official Conference

More information

Teacher Guide. English Examining Film. Teacher Guide. Series overview. Curriculum links. Educational approach

Teacher Guide. English Examining Film. Teacher Guide. Series overview. Curriculum links. Educational approach 3. Series overview Learners enjoy watching films, but are often intimidated by having to analyse them as a genre of literature. This series aims to introduce learners to films as texts. We cover basic

More information

APPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs

APPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure

More information

Using Interest Inventories with Struggling and Unmotivated Readers. By Arleen P. Mariotti

Using Interest Inventories with Struggling and Unmotivated Readers. By Arleen P. Mariotti Using Interest Inventories with Struggling and Unmotivated Readers By Arleen P. Mariotti Many struggling readers do not like to read because classroom reading material is too difficult, they don t want

More information

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.

More information

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z 101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like

More information

The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.

The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level. A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each

More information

TO WRITING AND GIVING A GREAT SPEECH. A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H

TO WRITING AND GIVING A GREAT SPEECH. A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H EIGHTSTEPS TO WRITING AND GIVING A GREAT SPEECH A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H Introduction Good oral communication skills are important in our day to day activities.

More information

Understanding Income and Expenses EPISODE # 123

Understanding Income and Expenses EPISODE # 123 Understanding Income and Expenses EPISODE # 123 LESSON LEVEL Grades 4-6 KEY TOPICS Entrepreneurship Income and expenses Cash flow LEARNING OBJECTIVES 1. Understand what your income and expenses are. 2.

More information

HOW TO USE ENGLISH MOVIES TO IMPROVE A STUDENT S LISTENING AND SPEAKING ABILITY IN CHINESE ESL CULTURE LEARNING CLASSROOMS

HOW TO USE ENGLISH MOVIES TO IMPROVE A STUDENT S LISTENING AND SPEAKING ABILITY IN CHINESE ESL CULTURE LEARNING CLASSROOMS HOW TO USE ENGLISH MOVIES TO IMPROVE A STUDENT S LISTENING AND SPEAKING ABILITY IN CHINESE ESL CULTURE LEARNING CLASSROOMS Approved by Raymond Spoto Date: May 5, 2011 HOW TO USE ENGLISH MOVIES TO IMPROVE

More information

APEC Online Consumer Checklist for English Language Programs

APEC Online Consumer Checklist for English Language Programs APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

To answer the secondary question, if hands-on activities would increase student interest and comprehension, several hands-on activities were used:

To answer the secondary question, if hands-on activities would increase student interest and comprehension, several hands-on activities were used: 1 The Effect of an Overarching Topic on Student Performance in Algebra II Christine Consoletti and David Collins J.E.B. Stuart High School Fairfax County (VA) Public Schools June 2003 Question Does an

More information

Washback of IELTS on the Assumption College English Program

Washback of IELTS on the Assumption College English Program Washback of IELTS on the Assumption College English Program SUCHADA SANONGUTHAI Assumption College Thonburi, Thailand Bio Data: Suchada Sanonguthai, is the head of the English Program Academic Department

More information

Supporting English Language Learners Through Technology

Supporting English Language Learners Through Technology Supporting English Language Learners Through Technology SUMMARY English language learners benefit from the reinforcement of vocabulary and concepts through pictures, graphics and video. They also benefit

More information

Using authentic audio-visual materials in primary school English language classrooms. Background

Using authentic audio-visual materials in primary school English language classrooms. Background Using authentic audio-visual materials in primary school English language classrooms Background Hong Kong primary school students are often given tailor-made ELT materials for learning in the classroom.

More information

Lesson 3. The Novel ASSIGNMENT 8. Introduction to the Novel. Plot. Character

Lesson 3. The Novel ASSIGNMENT 8. Introduction to the Novel. Plot. Character The Novel ASSIGNMENT 8 Read the following Introduction to the Novel and the background to The Call of the Wild by Jack London. Then read pages 1 24 in the novel. When you finish your reading, study the

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

International Undergraduates Classroom Experiences

International Undergraduates Classroom Experiences International Undergraduates Classroom Experiences and Implications for Practitioners Mike Anderson, MELP Beth Isensee, ISSS Kate Martin, CTL 1 Discuss in Pairs How do you think international students

More information

English academic writing difficulties of engineering students at the tertiary level in China

English academic writing difficulties of engineering students at the tertiary level in China World Transactions on Engineering and Technology Education Vol.13, No.3, 2015 2015 WIETE English academic writing difficulties of engineering students at the tertiary level in China Gengsheng Xiao & Xin

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Video: The Next High-Impact Marketing Tool for Attorneys. May 29, 2008

Video: The Next High-Impact Marketing Tool for Attorneys. May 29, 2008 Video: The Next High-Impact Marketing Tool for Attorneys May 29, 2008 FindLaw Sophisticated techniques for attracting potential clients from search engines like Google and Yahoo to your Web sites Award

More information

A STUDY OF THE EFFECTS OF ELECTRONIC TEXTBOOK-AIDED REMEDIAL TEACHING ON STUDENTS LEARNING OUTCOMES AT THE OPTICS UNIT

A STUDY OF THE EFFECTS OF ELECTRONIC TEXTBOOK-AIDED REMEDIAL TEACHING ON STUDENTS LEARNING OUTCOMES AT THE OPTICS UNIT A STUDY OF THE EFFECTS OF ELECTRONIC TEXTBOOK-AIDED REMEDIAL TEACHING ON STUDENTS LEARNING OUTCOMES AT THE OPTICS UNIT Chen-Feng Wu, Pin-Chang Chen and Shu-Fen Tzeng Department of Information Management,

More information

How to Plan and Guide In Class Peer Review Sessions

How to Plan and Guide In Class Peer Review Sessions How to Plan and Guide In Class Peer Review Sessions Incorporating peer review into your course can help your students become better writers, readers, and collaborators. However, peer review must be planned

More information

Glencoe/McGraw-Hill. Bon voyage! 2002 Level 3 ISBN# 0-07-821258-8. correlated to

Glencoe/McGraw-Hill. Bon voyage! 2002 Level 3 ISBN# 0-07-821258-8. correlated to Glencoe/McGraw-Hill Bon voyage! 2002 Level 3 ISBN# 0-07-821258-8 Tennessee Foreign Language Goals and Objectives for Expanding Modern Languages Glencoe/McGraw-Hill Bon voyage! Level 3 2002 Tennessee Standards

More information

English Lounge and English Classes with native English teachers. Hotel Business Hotel Service Airline Service Tourism Practicum and more

English Lounge and English Classes with native English teachers. Hotel Business Hotel Service Airline Service Tourism Practicum and more .Department and Courses English Career Course To improve your English. Practical English at KJC. Full support for studying abroad. English Lounge and English Classes with native English teachers. Subjects:

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

On-entry Assessment Program. Accessing and interpreting online reports Handbook

On-entry Assessment Program. Accessing and interpreting online reports Handbook On-entry Assessment Program Literacy Numeracy Accessing and interpreting online reports Handbook The On-entry Website - click on the On-Entry link at det.wa.edu.au/educationalmeasurement Last updated October

More information

The Life Story Interview

The Life Story Interview The Life Story Interview Dan P. McAdams, Northwestern University Revised 1995 Introductory Comments This is an interview about the story of your life. We are asking you to play the role of storyteller

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

Curriculum Development Institute Education Bureau 2010

Curriculum Development Institute Education Bureau 2010 Curriculum Development Institute Education Bureau 2010 Reading is the foundation for learning. Early childhood is a critical stage in the developmental process. The development of a good reading habit

More information

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner

More information

Integrating Reading and Writing for Effective Language Teaching

Integrating Reading and Writing for Effective Language Teaching Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple

More information

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template Teacher Name: Hong Jiang Grade or Level: Grades 6-8 Language(s): Target Proficiency Level: Novice-Low Novice -Mid Number of Contact Hours:

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

LEARNING DIFFICULTIES AND STRATEGIES OF STUDENTS AT HIGHER SECONDARY SCHOOLS IN PUNJAB

LEARNING DIFFICULTIES AND STRATEGIES OF STUDENTS AT HIGHER SECONDARY SCHOOLS IN PUNJAB Journal of Policy Research, 1(2), 55-61. http://rfh.org.pk/jur/magazine-category/jpr -----------------------------------------------------------------------------------------------------------------------------------------

More information

240Tutoring Reading Comprehension Study Material

240Tutoring Reading Comprehension Study Material 240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts

More information

Hotelier Tanji Owner www.hospitality-school.com

Hotelier Tanji Owner www.hospitality-school.com Professional Spoken English for Hotel & Restaurant Workers Most Practical Spoken English Guide for Non Native English Speaking Hotel, Restaurant & Casino Workers and Hospitality Students Hotelier Tanji

More information

Economic Cycles EPISODE # 208

Economic Cycles EPISODE # 208 Economic Cycles EPISODE # 208 LESSON LEVEL Grades 6-9 KEY TOPICS Entrepreneurship Economic cycles Bull and bear markets LEARNING OBJECTIVES 1. Identify economic cycles. 2. Recognize how businesses are

More information

THE USE OF AUDIOBOOKS IN EFL CLASSES TO IMPROVE READING AND LISTENING SKILLS

THE USE OF AUDIOBOOKS IN EFL CLASSES TO IMPROVE READING AND LISTENING SKILLS 1564 THE USE OF AUDIOBOOKS IN EFL CLASSES TO IMPROVE READING AND LISTENING SKILLS Res. Asst. Galip KARTAL, Selçuk University ELT Department, Selçuk University, Faculty of Education, ELT Department, Konya-TURKEY,

More information

How Can Teachers Teach Listening?

How Can Teachers Teach Listening? 3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

TEACHING AND IMPROVING SPEAKING SKILL

TEACHING AND IMPROVING SPEAKING SKILL TEACHING AND IMPROVING SPEAKING SKILL PHILADELPHIA UNIVERSITY THE LANGUAGE CENTER DR.FAYZEH SHROUF speaking WHAT IS SPEAKING? Speaking is "the process of building and sharing meaning through the use of

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Meeting the Most Challenging Common Core Standards

Meeting the Most Challenging Common Core Standards Meeting the Most Challenging Common Core Standards Maureen McLaughlin Brenda J. Overturf Moderator: Adam Berkin, Vice President of Product Development, Curriculum Associates The Most Challenging Standards

More information

Using Films in the ESL Classroom to Improve Communication Skills of. Non-Native Learners

Using Films in the ESL Classroom to Improve Communication Skills of. Non-Native Learners ELT Voices- International Journal for Teachers of English Volume (5), Issue (4), 46-52 (2015) ISSN Number: 2230-9136 (http://www.eltvoices.in) Using Films in the ESL Classroom to Improve Communication

More information

WEEK 1, Day 1 Focus of Lesson: What is Teen Angst?

WEEK 1, Day 1 Focus of Lesson: What is Teen Angst? 1 WEEK 1, Day 1 Focus of Lesson: What is Teen Angst? Hook: Quote of the day (15 minutes.) Life is a game, boy. Life is a game that one plays according to the rules. (The Catcher in the Rye, Chapter 1)

More information

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me? Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your

More information

ONLINE SAFETY TEACHER S GUIDE:

ONLINE SAFETY TEACHER S GUIDE: TEACHER S GUIDE: ONLINE SAFETY LEARNING OBJECTIVES Students will learn how to use the Internet safely and effectively. Students will understand that people online are not always who they say they are.

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information

TEACHING COLLEGE SUCCESS SKILLS: Best Practices & Lesson Plans

TEACHING COLLEGE SUCCESS SKILLS: Best Practices & Lesson Plans TEACHING COLLEGE SUCCESS SKILLS: Best Practices & Lesson Plans Eric Neutuch Manhattan Educational Opportunity Center New York, New York Angel Calderon Brooklyn Educational Opportunity Center Brooklyn,

More information

A Study of Restaurant Management Department Students Difficulties in Learning English Conversation and Their Solutions

A Study of Restaurant Management Department Students Difficulties in Learning English Conversation and Their Solutions A Study of Restaurant Management Department Students Difficulties in Learning English Conversation and Their Solutions Chia-Ying-Mao Postgraduate Student, Department of Foreign Language & Literature, Asia

More information

Analyzing TV Commercials

Analyzing TV Commercials Analyzing TV Commercials Sandra Gutiérrez Background: Unit: Persuasive Writing and Media Lesson Topic: Analyzing TV Commercials Length of Lesson: 90 minute Language Arts block. Background to Lesson: This

More information

Dr. Seuss and Read Across America

Dr. Seuss and Read Across America Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools

More information

Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Lesson Plan

Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Lesson Plan Poetry to Play Creating a Dramatic Scene from a Chapter of The Odyssey Grade Level: 9-12 Curriculum Focus: Literature Lesson Duration: Two or more class periods Student Objectives Materials Discover that

More information

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations

More information

How do the principles of adult learning apply to English language learners?

How do the principles of adult learning apply to English language learners? Beginning to Work with Adult English Language Learners: Some Considerations MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education (NCLE) October 2001 This article discusses

More information

Exam Skills. The Insider Guide to Trinity College London Examinations. By the Trinity College London Exam Board

Exam Skills. The Insider Guide to Trinity College London Examinations. By the Trinity College London Exam Board Exam Skills Insider Guides 1/8 Exam Skills The Insider Guide to Trinity College London Examinations The Graded Examinations in Spoken English (GESE) The Integrated Skills in English (ISE) By the Trinity

More information

atmosphere. What I was learning was connected with what I already knew. I received continual help and affirmation.

atmosphere. What I was learning was connected with what I already knew. I received continual help and affirmation. Think about the last time you learned something new--the computer, a new language, a handheld organizer, or a new job. What was important as you were learning? Check the boxes below that apply to you:

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

More information

Literacy across learning Principles and practice

Literacy across learning Principles and practice Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression

More information

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron TeaM 3J 1 Running head: INSTRUCTIONAL DESIGN FINAL PAPER Instructional Design Final Paper TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward University of Akron INSTRUCTIONAL

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Born, Bread and Buttered in London In this lesson students hear a man being interviewed about his life in London. He talks about the different parts of London he has lived in and how things have changed

More information

CHAPTER 4 RESULTS. four research questions. The first section demonstrates the effects of the strategy

CHAPTER 4 RESULTS. four research questions. The first section demonstrates the effects of the strategy CHAPTER 4 RESULTS This chapter presents the statistical analysis of the collected data based on the four research questions. The first section demonstrates the effects of the strategy instruction on the

More information

Use of Online Chat by Heritage Learners in a Blended Chinese Class

Use of Online Chat by Heritage Learners in a Blended Chinese Class 1 20th Annual Conference on Distance Teaching and Learning click here -> Use of Online Chat by Heritage Learners in a Blended Class De Zhang Doctoral Student in Curriculum & Instructional Technology Department

More information

READING THE NEWSPAPER

READING THE NEWSPAPER READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and

More information

Starting a Booktalk Club: Success in Just 12 Weeks!

Starting a Booktalk Club: Success in Just 12 Weeks! Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

Bachelor of Arts (BA) degree in Film Studies offered by the School of Film and Animation (SOFA), College of Imaging Arts and Sciences

Bachelor of Arts (BA) degree in Film Studies offered by the School of Film and Animation (SOFA), College of Imaging Arts and Sciences Concept Paper: Proposed BA in Film Studies I. Title / Department / College Bachelor of Arts (BA) degree in Film Studies offered by the School of Film and Animation (SOFA), College of Imaging Arts and Sciences

More information

Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom

Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom In this chapter, we demonstrate how you can teach your students to make their learning more efficient and effective by thinking

More information

Transportation: Week 2 of 2

Transportation: Week 2 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Finding Inspiration in the Funny Pages

Finding Inspiration in the Funny Pages Finding Inspiration in the Funny Pages Using comic strips to inspire young writers makes sense for many reasons. First, comics can ease one of the toughest parts of the writing process: finding ideas and

More information

LEADING VALUES AND MORAL DILEMMA DISCUSSIONS

LEADING VALUES AND MORAL DILEMMA DISCUSSIONS LEADING VALUES AND MORAL DILEMMA DISCUSSIONS Learn step by step how to lead engaging and animated discussions of character, values, and moral issues using hypothetical, curriculum based, or real life dilemmas.

More information

Strategies for Developing Listening Skills

Strategies for Developing Listening Skills Strategies for Developing Listening Skills Dr. Neena Sharma Asst. Professor of English (AS & H) Raj Kumar Goel Institute of Technology Ghaziabad (UP), India Email - neena15sharma@gmail.com dr_neenasharma@rediffmail.com

More information

The Impact of Using Technology in Teaching English as a Second Language

The Impact of Using Technology in Teaching English as a Second Language English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education The Impact of Using Technology in Teaching English as

More information

Glencoe/McGraw-Hill. Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X. correlated to

Glencoe/McGraw-Hill. Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X. correlated to Glencoe/McGraw-Hill Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X Tennessee Foreign Language Goals and Objectives for Emerging Modern Languages Glencoe/McGraw-Hill Bon voyage! Level 2 2002 Tennessee Standards

More information

Strategies to Support Literacy Development in Second-Language Learners through Project Work

Strategies to Support Literacy Development in Second-Language Learners through Project Work Strategies to Support Literacy Development in through Project Work Rebecca A. Wilson Introduction The purpose of this article is to provide teachers of young second-language learners with strategies to

More information

DATE: What is Halloween?

DATE: What is Halloween? Questions: What do you already know about Halloween? Read the article below and then answer the questions. What is Halloween? Halloween is a traditional celebration that began in Europe hundreds of years

More information

The Celluloid Ceiling Copyright 2008 All rights reserved. Center for the Study of Women in Television and Film

The Celluloid Ceiling Copyright 2008 All rights reserved. Center for the Study of Women in Television and Film Center for the Study of Women in Television and Film Dr. Martha M. Lauzen San Diego State University The Celluloid Ceiling Copyright 2008 All rights reserved. Behind-the-Scenes Employment of Women in the

More information

Journal of College Teaching & Learning September 2010 Volume 7, Number 9

Journal of College Teaching & Learning September 2010 Volume 7, Number 9 The Effect Of Viewing Subtitled Videos On Vocabulary Learning Madhubala Bava Harji, Multimedia University, Malaysia Peter Charles Woods, Multimedia University, Malaysia Zhinoos Kamal Alavi, Multimedia

More information

A Study of Reading & Writing Strategies in the Teaching of Technical/Scientific Translation to Students of English Major

A Study of Reading & Writing Strategies in the Teaching of Technical/Scientific Translation to Students of English Major 真 理 大 學 人 文 學 報 第 二 期 175-185 頁 民 國 93 年 3 月 A Study of Reading & Writing Strategies in the Teaching of Technical/Scientific Translation to Students of English Major Yaling Chen Instructor, Department

More information

Case Study 3 Riga-Durham webinar on using Smartboard technology in VOLL

Case Study 3 Riga-Durham webinar on using Smartboard technology in VOLL Case Study 3 Riga-Durham webinar on using Smartboard technology in VOLL Steve Mulgrew (Durham, UK) Natalja Cigankova (University of Latvia) About the project A webinar/workshop on the use of Smartboard

More information

Tibiscus University of Timişoara, România. 1. Aspects of the Computer Assisted English Language Learning

Tibiscus University of Timişoara, România. 1. Aspects of the Computer Assisted English Language Learning The Effectiveness of Computer Assisted Classes for English as a Second Language Ioana Iacob Tibiscus University of Timişoara, România ABSTRACT. The present study aims to evaluate the efficiency of the

More information

Thought for the Day Master Lesson

Thought for the Day Master Lesson Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The

More information

Writing Simple Stories Grade One

Writing Simple Stories Grade One Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

More information

EDUCATIONAL GOALS: CONSIDER THE QUESTION

EDUCATIONAL GOALS: CONSIDER THE QUESTION EDUCATIONAL GOALS: CONSIDER THE QUESTION RTSQ: Read the Stupid Question! This seems obvious, but many people gloss over the question. You want to analyze the question, answer all parts of the question,

More information

DoItYourself. Converting VHS tapes to DVD

DoItYourself. Converting VHS tapes to DVD DoItYourself Converting VHS tapes to DVD Mark Wainwright Sewell Direct 12/7/2009 Contents Before you get started:... 3 Equipment... 3 Connections... 3 Test... 4 Recording... 4 Create clips with the VCR...

More information

Bergen Community College Department of Communication Division of Arts, Humanities, and Wellness. CIN-170 American Cinema

Bergen Community College Department of Communication Division of Arts, Humanities, and Wellness. CIN-170 American Cinema American Cinema Syllabus Page 1 of 6 Basic Information about Course and Instructor Semester and year: Course and Section Number: Meeting Times and Locations: Instructor: Office Location: Phone: Office

More information

Jack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent.

Jack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent. Dyslexia Portfolio Report for Jack Jones Assessed by Sue Thompson on 05/08/2009 Report for parents When a child is identified as dyslexic, additional support will be needed from both school and home to

More information

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1 Literacy Guide for Secondary Schools 2012-2013 National Literacy Trust, August 2012 1 Contents Contents Reading for enjoyment and wider reading Page 3 Developing teachers approach to reading Page 5 Supporting

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Prentice Hall Realidades, Level 2 2008

Prentice Hall Realidades, Level 2 2008 Grades 9-12 Prentice Hall Realidades, Level 2 2008 C O R R E L A T E D T O Colorado Model Content Standards for Foreign Language, Advanced Level Grades 9-12 Colorado Model Content Standards for Foreign

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

Adventure Games as Deaf Education Tools: Action Research Results. Scott Whitney Stephen F. Austin State University. Gabriel A. Martin Lamar University

Adventure Games as Deaf Education Tools: Action Research Results. Scott Whitney Stephen F. Austin State University. Gabriel A. Martin Lamar University Adventure Games as Deaf Education Tools: Action Research Results Scott Whitney Stephen F. Austin State University Gabriel A. Martin Lamar University Abstract A dissertation funded by a Department of Education

More information