A Study of the Meaning of Memorization Using Movie Material: The American TV Series, Forever, Season 1, Episode 1
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This study aims to examine what memorization means in language learning using movie materials. For this, four advanced participants were selected and the American TV series, Forever, season 1, episode 1 was used as study material. First, when Schmidt (1990)’s noticing model was applied to the participants, they had hardly even begun to think about noticing. Then, after applying Swain’s (1995, 1998, 2000, 2005) output to a memorization activity, they discovered and noticed a lot of language. Participants were found to notice language, which was compared with errors that occurred in their interlanguage system during a memorization activity. These results show that Swain’s argument is more persuasive than Schmidt’s. In the process of memorizing, the better the grammatical understanding, the better a they had. For noticing language after memorization, grammatical understanding influences the quality and quantity of noticing. These results include full of suggestions for teachers when they conduct memorization activity. Grammatical ability affects the ability to deal with the errors that occur in memorization. Depending on learners’ grammatical ability, teachers should help advanced learners to correct errors in their metalanguage. For learners with a lower level, teachers will have to be patient and wait for their grammatical understanding to improve.
Abstract
This study aims to examine what memorization means in language learning using movie materials. For this, four advanced participants were selected and the American TV series, Forever, season 1, episode 1 was used as study material. First, when Schmidt (1990)’s noticing model was applied to the participants, they had hardly even begun to think about noticing. Then, after applying Swain’s (1995, 1998, 2000, 2005) output to a memorization activity, they discovered and noticed a lot of language. Participants were found to notice language, which was compared with errors that occurred in their interlanguage system during a memorization activity. These results show that Swain’s argument is more persuasive than Schmidt’s. In the process of memorizing, the better the grammatical understanding, the better a they had. For noticing language after memorization, grammatical understanding influences the quality and quantity of noticing. These results include full of suggestions for teachers when they conduct memorization activity. Grammatical ability affects the ability to deal with the errors that occur in memorization. Depending on learners’ grammatical ability, teachers should help advanced learners to correct errors in their metalanguage. For learners with a lower level, teachers will have to be patient and wait for their grammatical understanding to improve.
참고문헌 (32)
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