A Study on Enhancing Global Competence Through Screen English
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This paper explores the use of movies to teach communicative strategies (CSs) and enhance global competence. By focusing on the nature and goals of conversation, the study ties language learning to cultural awareness. The movie A Rainy Day in New York (Allen, 2019) was utilized with 57 college students over one semester. Students demonstrated a 60-70% understanding of CSs based on written test results and expressed interest in using movies to develop these strategies. Language areas like salience and composition showed that around 70% of students needed further acquisition of relevant language items. While teaching CSs through movies proved effective, 30% of students exhibited limited interest in CSs, storytelling, or language learning. Despite this, most participants supported using movies to develop conversational skills and engage with globalization. The 30% disinterest, though notable, did not entirely reflect negativity, as many still acknowledged the value of movie-based learning. Overall, this study highlights the potential of movies in fostering global competence, cultural awareness, and communicative skills. It also underscores the need to address varying levels of interest and engagement among learners for broader impact. The experiment was largely evaluated positively, supporting movies as a practical tool for language education.
Abstract
This paper explores the use of movies to teach communicative strategies (CSs) and enhance global competence. By focusing on the nature and goals of conversation, the study ties language learning to cultural awareness. The movie A Rainy Day in New York (Allen, 2019) was utilized with 57 college students over one semester. Students demonstrated a 60-70% understanding of CSs based on written test results and expressed interest in using movies to develop these strategies. Language areas like salience and composition showed that around 70% of students needed further acquisition of relevant language items. While teaching CSs through movies proved effective, 30% of students exhibited limited interest in CSs, storytelling, or language learning. Despite this, most participants supported using movies to develop conversational skills and engage with globalization. The 30% disinterest, though notable, did not entirely reflect negativity, as many still acknowledged the value of movie-based learning. Overall, this study highlights the potential of movies in fostering global competence, cultural awareness, and communicative skills. It also underscores the need to address varying levels of interest and engagement among learners for broader impact. The experiment was largely evaluated positively, supporting movies as a practical tool for language education.
참고문헌 (26)
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