This paper is the second part of an attempt to review the history of teaching English through films in Japan. The main objective of this historical study is to reveal how commercial films have been utilized in the teaching of English in Japan. It also aims to reveal the present state and possible challenges in using films in the classroom. This paper focuses on the 1980s when the use of films started in the classroom in Japan. It was found that increasing awareness and interest in authentic materials among language teachers led to films being explored in the classroom in the first half of the 1980s. Improvement of the environment for using films greatly facilitated the classroom use in the second half of the 1980s. The advent of closed captions, toward the end of the decade, helped lead researchers to examine the effectiveness of films from various standpoints. Most of the studies, however, were still experimental. This paper concludes that, in general, the I 980s marked the period of classroom use, followed by actual and full-fledged research in the 1990s.

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In a second language learning, it is inevitable for the learners to learn and memorize some phrases and words used in the target language. In such a process of learning, however, it has not been made clear in the literature how the lexical memory in the brain works for the operation and what seems to be the most effective method for such learning. In Japanese, for example, both of the affixes ("-mi" and "-sa") in "arigata-sa" and "arigata-mi" seem to belong to the same lexical category (a suffix) and be dealt with in the same systematic process. Considering the morphological productivities of the two words, however, it seems that the former is unmarked while the latter is marked in the view of word formation. Hence, it is not plausible that both of the two suffixes belong to the same category and can be processed in the same way. In this paper, I will suggest a most effective method for learning English words and phrases by the use of a movie textbook on the basis of the Dual Mechanism Model.

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This paper will look at socio-cultural aspects of the movie that we consider critical to enhancing the appreciation of movies: that is, "gaps" in socio-cultural knowledge. As is often the case, native speakers or language teachers tend to take socio-cultural factors for granted. But in order to understand the target or native language well they are very important, because they convey reasons or help explain the way the story goes. To illustrate this, we chose Harry Potter and the Philosopher's Stone as our target movie and focused on British and Japanese linguistic contexts. First, we will identify two key areas, names and accents, and then we will look at ways in which the Japanese version of the movie has attempted to accommodate these aspects. We will find the factors lying beneath two cultures or languages. Throughout the paper, we provide ideas for teachers who wish to improve their students' socio-cultural knowledge.

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This paper argues that the spoken dialogues are not the only source of input that can be taken from movies for listening activities, and it introduces a technique, named Visual Narrative Method, that utilizes the movie "content" to provide comprehensible aural input. The instructor focuses on the visual content of the movie, rather than the dialogues, and describes orally what appears on the screen, such as objects, people, actions, feelings, and events. The purpose is to create an environment where the visual information from the screen can assist the learners to understand the aural input they receive. It is argued that used in this way, movies can be effective for building up global listening skills. The paper describes the basic procedures of the VN method, and the typical coursework organization. It also discusses preceding languageprocessing research findings, both positive and negative, with regard to aspects of the method.

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