EFL교실에서의 언어사회화 활용에 대한 제언:멘탈리스트를 중심으로
Variations in language socialization in the EFL classroom based on the TV series The Mentalist
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There has been discussion about whether language socialization in classrooms is an appropriate activity. Cummins (1992) and Krashen (1985) argue that the classroom environment is inappropriate for socialization so the teacher’s proficiency in the target language has become a problem (Zuengler & Cole, 2005). This paper explores whether these problems could be solved by using movies and TV dramas. In order to do this, a simple case study and interview were used for the research. In the case study, 8 scenes in The Mentalist, Season 5, Episode 1 were chosen, with 3 students participating in the language socializing activities. The teacher talked with participants in Korean. When movies and TV dramas are used, their dialogues can be input rather than this coming from the teacher. The results show that in the classroom some problems of language socialization and the teacher’s proficiency are solved. However the interview result shows that the teacher’s role is an influential variable for language socialization. First, the teacher should assign the participants’ roles, or they will find it difficult to participate in socializing activities. Second, the teacher should decide what to teach. Third, the teacher should explain to participants why the activities are good for learning English.
Abstract
There has been discussion about whether language socialization in classrooms is an appropriate activity. Cummins (1992) and Krashen (1985) argue that the classroom environment is inappropriate for socialization so the teacher’s proficiency in the target language has become a problem (Zuengler & Cole, 2005). This paper explores whether these problems could be solved by using movies and TV dramas. In order to do this, a simple case study and interview were used for the research. In the case study, 8 scenes in The Mentalist, Season 5, Episode 1 were chosen, with 3 students participating in the language socializing activities. The teacher talked with participants in Korean. When movies and TV dramas are used, their dialogues can be input rather than this coming from the teacher. The results show that in the classroom some problems of language socialization and the teacher’s proficiency are solved. However the interview result shows that the teacher’s role is an influential variable for language socialization. First, the teacher should assign the participants’ roles, or they will find it difficult to participate in socializing activities. Second, the teacher should decide what to teach. Third, the teacher should explain to participants why the activities are good for learning English.
참고문헌 (28)
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