映画英語教育研究 : 紀要
Online ISSN : 2433-1929
Print ISSN : 1342-9914
Titanic-Steaming in Class : 「理解可能な入力」のための映画の採用 : 実践報告
中井 富紀
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ジャーナル フリー

6 巻 (2001) p. 53-66

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The Input Hypothesis claims that human acquire language in only one way - by understanding messages, or by receiving 'comprehensible input' (Krashen: 1985,2). This paper reports the classroom practice and the learner's performance which shed light on what comprehensible input is to the learners. Using the video of the movie, 'Titanic' together with its script, we try to search for the effective way to make the input more comprehensible. After the three months classes, students were given a couple of questionnaires, follow-up interviews, and a dictation test in order to see how the classes affected the university EFL learners. Under closer scrutiny, it can be seen that, including 'fast English' pronunciation, comprehensive analysis of the conversation of the authentic material accompanies the instruction results in the gains of meaningful input.

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© 2001 映画英語教育学会
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