This paper recommends using films or TV dramas on subtitled DVDs as learning materials and electronic flashcard software as an individual study tool in order for advanced language learners to be more independent. In a largely monolingual country like Japan, people are not usually exposed to foreign languages if they do not consciously seek exposure to them. Nevertheless, they are required to spend enormous amount of time to effectively learn a foreign or second language. Therefore, in educational settings, students must be taught how to be involved in a target language on their own and become independent learners. In order to achieve this goal, the use of electronic flashcard software DVDs and films, or TV dramas can be effective educational tools. The combination of discourse analysis of such authentic materials can help learners understand the target language at the discourse and grammatical levels and become ready to use the words and expressions they have consciously learned. Since learners mostly know how to make extensive use of these formats, they will likely be able to study autonomously outside the classroom.

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This study investigated the effects of film-based instruction on Japanese EFL learners' motivation in 16 components such as ideal L2 self, ought-to L2 self, cultural interest, interest in the English language, integrativeness, instrumentality and so forth. The participants included 55 Japanese university students in two classes at a university of teacher education in Japan. A pre- and post-test quasi-experimental design was employed with 27 students in the experimental group and 28 in the control group. Prior to the intervention, both groups were given a pre-questionnaire on L2 motivation. Then, the experimental group received film-based instruction, while the control group received an English instruction without using films for one semester. After the intervention, both groups completed a post-questionnaire on L2 motivation. The collected data was analyzed with one-way analysis of covariance, and the results indicated that the experimental students significantly improved in eight L2 motivation components. In addition, the experimental group completed a post-questionnaire on the film-based instruction they received, and the results indicated that the experimental students had positive attitudes toward the instruction, and what elements of the film-based instruction contributed to improving students' L2 motivation. Based on the results, pedagogical implications for using films are discussed.

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This study examines the impact of multimedia, such as film and television shows, as language learning resources on EFL learners' English language competence in the self-directed learning context. While such resources have long been utilized as effective learning materials in the EFL classroom context, few have investigated multimedia learning's effects in the self-directed learning. Therefore, this study aims to uncover whether Japanese learners of English, who extensively utilized multimedia resources for their English language learning (ELL), perceive media resources to have facilitated their English language competence. It particularly explores: 1) the potential outcomes of multimedia resources on ELL; 2) criteria to select multimedia-learning resources employed by learners who claimed to have been successful in ELL. This study takes an exploratory design to generate codes that may relate to the two inquiries. The data comes from mainly an open-ended survey to 10 advanced proficiency English language speakers, who can fluently communicate in English, and, as support, follow-up interviews. The analysis demonstrated evidence that digital media resources provided the learners with rich opportunities to autonomously learn phrasal expressions used in the target contexts as well as target culture with a sense of enjoyment.

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Kingston (2012) describes Japanese as "prone to fear of interpersonal relations" and "the newly emerging characterizations of youth as having difficulty in face-to-face communication with others." Kumar (2008) also reports that many university students in Japan are having "interpersonal-related" stress. How can we help our students cope with stress? Would they empathize with fictional characters who have similar problems and are struggling to survive? This paper reports on an elective class for 3rd-year English majors, in which students read The Perks of Being a Wallflower (1999) and watched a film adaptation thereof. The story includes touchy themes such as suicide, sex, homosexuality, drugs, alcohol, profanity, and mental illness. Unfortunately, the class had to rush through chapters to finish the book and the film, and it might have been quite challenging especially for the students with low English proficiency. The students' reactions about the class content, however, was relatively favorable, and various scenes and lines touched a chord in their hearts.

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In an increasingly divided world, where democracy is being threatened by the rise of fake news, skills such as critical thinking and media literacy are becoming even more vital. Students studying at Japanese universities face the dual challenges of being able to acquire a level of English proficiency that allows them to participate in an English speaking world, as well as an understanding of current affairs that is critical and analytical. This practical education report shows the advantages in incorporating TED Talks into a university Current Affairs and Discussion course, and the effect it has on the development of the critical thinking of the students.

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The study of polysemantics focuses on the way in which the meaning of a word can change in accordance with the concept being conveyed. In this way, one word can convey several concepts and have multiple corresponding meanings. However, hidden within the various meanings that a word maintains is a key concept that binds the semantic variations and expansions. In this paper I focused on the meanings of "get away with..." as it is used in English language movies by analyzing it in terms of polysemantic structure and cognitive mechanisms. As a result I have found five different meanings relating to "permission", "successful results", "eluding", "isolation", and "denial". Each meaning is derived from a given situation and concept different from the other. Finally, I identify implications for the use of these findings in English Language Education.

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The discourse marker (henceforth DM) so is considered to guide hearers to interpret the following utterances (or sentences) as the results of what has already been stated (Schiffrin 1987; Blakemore 1987 and 1988 etc.). In conversation, the DM so is also used for several other purposes, such as opening or closing conversations, changing or developing topics and summarizing the prior discourse. It seems, however, difficult for most English learners to fully understand these usages of the DM so and acquire the ability to use it appropriately. This paper studies the multi-functionality of the DM so in the framework of cognitive pragmatics, and by modeling the usages of the DM so, it shows why these several usages are born in conversation and how they are related to each other.

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The Movie and Culture Database (abbreviated as MCDB) classifies movies into 17 main category genres and various sub-category genres, and provides movie reviews and overview information sheets; search functions are in development. Movie titles and categories are currently being published in the MCDB as previously announced in "Introduction to the MCDB: Movie and Culture Database." ATEM Journal. Volume 22 (March, 2017). 229-242.
In this present study, we take a close look at MCDB subcategory "Post-colonial Culture" within main category #17 "Cultural Diversity," and analyze and verify the features of two movies in this group: "The Revenant" (2015) and "True Grit" (1969 & 2010). As we examine the three items of (1) Analysis of the movie: "The Revenant," (2) Analysis of the movie: "True Grit," and (3) Subcategory: "Post-colonial Culture," we refer to the concepts of "multiculturalism and post-colonialism" as expounded by Makoto Tsujiuchi and "the location of culture" as expounded by Homi K. Bhabha.

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