2000 Volume 5 Pages 33-46
In a global society, acquiring communicative competence is a key in learning English. Listening skill is crucial for understanding people accurately. However, many lower level EFL learners do not know what kind of technique is required for accurate listening. One of the effective ways of developing listening ability is giving learners chances to activate schema or background knowledge. Using movies for listening practice is helpful because it is fun, as movies contain entertaining and authentic text with rich input resource. However, there are some problems in using movies in the language classroom, such as, dealing with length, subtitles, learners' preference and their uncertain cognitive process while watching. To enable learners to be more engaged in watching movies and pay attention to input, schema building tasks were adopted in the classroom. This paper reports research results using two kinds of schema building tasks for comprehending three different movies, which show that better performance on schema building does not necessarily lead to better comprehension.