A Study on the Effectiveness of the Interaction Between Implicit Knowledge and Explicit Knowledge Through Movies
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The aim of this paper is to investigate the effectiveness of the interaction between implicit knowledge and explicit knowledge by using the American romantic comedy film, Friends with Benefits (Gluck, 2011). Six English major college students participated in this study. Three implicit and explicit tests were administered to all the subjects, with each of three tests including two types of tests. First was a sudden test without previous announcement, and another one was administered after a previous announcement of the upcoming test. To understand the subjects’ different scores, an oral interview and comprehensive writing test were administered. The results varied. Subject A was a content-driven student who combined content (explicit knowledge) with the relevant language expressions (implicit knowledge). Subjects B and F were the same. However, they were not successful in combining content and language. It was assumed that they failed to deal well with the large quantity of language input and needed to reduce their workload. Subjects C, D, and E were all language driven. They were slightly confused about the content. Results show one caution is given to EFL English teachers using movies. Most students may prefer to learn language through movies, rather than talking about the content.
Abstract
The aim of this paper is to investigate the effectiveness of the interaction between implicit knowledge and explicit knowledge by using the American romantic comedy film, Friends with Benefits (Gluck, 2011). Six English major college students participated in this study. Three implicit and explicit tests were administered to all the subjects, with each of three tests including two types of tests. First was a sudden test without previous announcement, and another one was administered after a previous announcement of the upcoming test. To understand the subjects’ different scores, an oral interview and comprehensive writing test were administered. The results varied. Subject A was a content-driven student who combined content (explicit knowledge) with the relevant language expressions (implicit knowledge). Subjects B and F were the same. However, they were not successful in combining content and language. It was assumed that they failed to deal well with the large quantity of language input and needed to reduce their workload. Subjects C, D, and E were all language driven. They were slightly confused about the content. Results show one caution is given to EFL English teachers using movies. Most students may prefer to learn language through movies, rather than talking about the content.
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