L1을 활용한 정보처리 활성화 방안: 영화 콘스탄틴을 중심으로
Activating levels of processing through L1 translation: With reference to the movie Constantine
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The purpose of this paper is to suggest a way to effectively memorize utterances in movie scripts. Ekuni, Vaz, and Bueno (2011, p. 333) mentioned that “the depth processing is associated with high levels of retention and long-term traces.” Semantic processing is one example of deeper levels of processing. In this paper, L1 translation is used for deeper levels of processing. Four high-intermediate level college students participated. In the movie Constantine, three types of utterances were chosen: practical expressions, difficult expressions, and touching expressions. Two tests were administered: One immediate recall test and one delayed recall test. Two reports were from the two tests handed in. The results showed that the four students were excellent in both the immediate recall test and the delayed recall test in terms of memory and recall. In the first report, the students mentioned that their memory and recall were based on semantic processing. In the second report, they confessed that they needed repeated practice or a strategy for maintenance of memory. Two students preferred touching expressions, one student preferred practical expressions, and the last one liked all three different types of expressions. In this respect, L1 translation helped deep processing for the different types of expressions in the movie.
Abstract
The purpose of this paper is to suggest a way to effectively memorize utterances in movie scripts. Ekuni, Vaz, and Bueno (2011, p. 333) mentioned that “the depth processing is associated with high levels of retention and long-term traces.” Semantic processing is one example of deeper levels of processing. In this paper, L1 translation is used for deeper levels of processing. Four high-intermediate level college students participated. In the movie Constantine, three types of utterances were chosen: practical expressions, difficult expressions, and touching expressions. Two tests were administered: One immediate recall test and one delayed recall test. Two reports were from the two tests handed in. The results showed that the four students were excellent in both the immediate recall test and the delayed recall test in terms of memory and recall. In the first report, the students mentioned that their memory and recall were based on semantic processing. In the second report, they confessed that they needed repeated practice or a strategy for maintenance of memory. Two students preferred touching expressions, one student preferred practical expressions, and the last one liked all three different types of expressions. In this respect, L1 translation helped deep processing for the different types of expressions in the movie.
참고문헌 (17)
- 이지현, "정보처리의 깊이를 이용한 학습방안 연구: 프렌즈의 로스를 중심으로", 영상영어교육(STEM Journal), 13(1), pp.129~148 (2012), 영상영어교육학회[DOI]
- Atkinson, R. C., "The psychology of learning and motivation", pp.89~195 (1968), Academic Press
- 채수진, "The Use of Indirect Episodic Memory for Successful Noticing of Learners: Based on The Mentalist", 영상영어교육(STEM Journal), 16(2), pp.1~18 (2015), 영상영어교육학회
- Craik, F. I. M., "Levels of processing: Past, present and future?", Memory, 10(5, pp.6) (2002), 305~318
- Craik, F. I. M., "Levels of processing: A framework for memory research", Journal of Verbal Learning and Verbal Behavior, 11, pp.671~684 (1972)
- Craik, F. I. M., "Depth of processing and the retention of words in episodic memory", Journal of Experimental Psychology : General, 104(3), pp.268~294 (1975)
- Ekuni, R., "Levels of processing: The evolution of a framework", Psychology & Neuroscience, 4(3), pp.333~339 (2011)
- Lawrence, F., (2005), Warner Bros
- 이연준, "How to Use Genre-Based in the Foreign Language Classroom: With Reference to the American TV Series, Forever, Season 1, Episode 2", 영상영어교육(STEM Journal), 16(4), pp.103~121 (2015), 영상영어교육학회
- Loaiza, V. M., "The influence of levels of processing on recall from working memory and delayed recall tasks", Journal of Experimental Psychology: Learning, Memory and Cognition, 37(5), pp.1258~1263 (2011)
- Lockhart, R. S., "Levels of processing: A retrospective commentary on a framework for memory research", Canadian Journal of Psychology, 44(1), pp.87~112 (1990)
- Miles, R., "Evaluating the use of L1 in the English language classroom", master, pp.2004
- Morris, C. D., "Levels of processing versus transfer appropriate processing", Journal of Verbal Learning and Verbal Behavior, 16, pp.519~533 (1977)
- Ramachandran, S. D., "Meaning recall and retention : The impact of the translation method on elementary level learners’ vocabulary learning", RELC, 35(2), pp.161~178 (2004)
- Roediger, H. L., "Processing approaches to cognition:The impetus from the levels-of-processing framework", Memory, 10(5, pp.6) (2002), 319~332
- Tulving, E., "Episodic memory and common sense: How far apart?", Phil. Trans. R. Soc. B, 356, pp.1505~1515 (2001)