우연학습과 명시적학습의 결합을 위한 EFL기반 영화 교수법 연구
The use of movies for a combination of incidental learning and explicit learning in the EFL college classroom
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The purpose of the paper is to find a solution to the question of how to liven up general English education in college. Given that most college freshmen feel boredom easily, incidental learning could be a way to achieve a breakthrough in this situation. In this paper, an experiment using nine movies was made with twenty-five freshmen. As the post-test, the students took a test which consisted of writing Korean-translated expressions in English and the relevant contexts in Korean. They also handed in two reports about the experiment. The results showed that ten of the twenty-five students received more than ninety points and six received less than seventy points with the average being around seventy-nine points. This indicates that explicit learning through taking a test of writing expressions was effective for the ten students. One of the reports was about the student’s attitude about English learning before the class and the other was about their attitude after the class. All the students who had negative attitudes before were positive after the class. This suggests that they prefer both using movies in the classroom (incidental learning) and short-term explicit learning.
Abstract
The purpose of the paper is to find a solution to the question of how to liven up general English education in college. Given that most college freshmen feel boredom easily, incidental learning could be a way to achieve a breakthrough in this situation. In this paper, an experiment using nine movies was made with twenty-five freshmen. As the post-test, the students took a test which consisted of writing Korean-translated expressions in English and the relevant contexts in Korean. They also handed in two reports about the experiment. The results showed that ten of the twenty-five students received more than ninety points and six received less than seventy points with the average being around seventy-nine points. This indicates that explicit learning through taking a test of writing expressions was effective for the ten students. One of the reports was about the student’s attitude about English learning before the class and the other was about their attitude after the class. All the students who had negative attitudes before were positive after the class. This suggests that they prefer both using movies in the classroom (incidental learning) and short-term explicit learning.
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