How to Use Genre-Based in the Foreign Language Classroom: With Reference to the American TV Series, Forever, Season 1, Episode 2
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The purpose of this paper is twofold: 1) to suggest how to systematically memorize practical expressions in a U.S. TV series and 2) to suggest about memorization activities which learners actively participate in. In order to work out the two suggestions, the concept, discourse communities of Swales (1990) has similar features with scenes in a U.S TV series. In this paper, season 1 episode 2 of the TV series, Forever, has been selected. An instructor pre-selected thirty-three scenes Forever, and four senior college English students then chose three to five different scenes from these, and were asked to describe the discourse communities with expressions within the interactions. The activities were based on Vygotsky’s (1978) notion of socio-cultural theory. The results suggest that half of the participants were aware of formulaic sequences or routines but the other half were not. However, considering that one half of the participants suggested positive results in presenting formulaic sequences or routines, the other half still has the potential to develop awareness over a period of time. Additionally, the reaction from the participants was positive. In this respect, a genre-based approach could have a positive impact on memorizing expressions from scenes in TV series.
Abstract
The purpose of this paper is twofold: 1) to suggest how to systematically memorize practical expressions in a U.S. TV series and 2) to suggest about memorization activities which learners actively participate in. In order to work out the two suggestions, the concept, discourse communities of Swales (1990) has similar features with scenes in a U.S TV series. In this paper, season 1 episode 2 of the TV series, Forever, has been selected. An instructor pre-selected thirty-three scenes Forever, and four senior college English students then chose three to five different scenes from these, and were asked to describe the discourse communities with expressions within the interactions. The activities were based on Vygotsky’s (1978) notion of socio-cultural theory. The results suggest that half of the participants were aware of formulaic sequences or routines but the other half were not. However, considering that one half of the participants suggested positive results in presenting formulaic sequences or routines, the other half still has the potential to develop awareness over a period of time. Additionally, the reaction from the participants was positive. In this respect, a genre-based approach could have a positive impact on memorizing expressions from scenes in TV series.
참고문헌 (24)
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