Utilization of Humorous Scenes in Movies for English Education
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The aim of this study is to illustrate the metonymical system seen in some humorous scenes in movies and to propose some models of classroom language instruction that utilize these humorous scenes. In this paper, two plans are proposed for college or university language classes using metonymical humorous scenes. Metonymy is the linguistic phenomenon of “meaning shift” in a word or expression. It occurs in many kinds of cognitive frames, and can produce humorous expressions. The lesson plans—one using a humorous scene prepared by the teacher and the other using humorous scenes prepared by the students—are based primarily on group activities and suggest a potential application of movies in the classroom, since they show that using movies in class allows complex language activities. In various activities designed to determine what makes a line humorous and to share this knowledge, students will read a large amount of material, analyze the context, and present their findings orally—all of which will enhance the students’ English competence. In addition, the humorous movie scenes are so appealing and motivate students so strongly that they encourage students to work by themselves and to act as independent learners.
Abstract
The aim of this study is to illustrate the metonymical system seen in some humorous scenes in movies and to propose some models of classroom language instruction that utilize these humorous scenes. In this paper, two plans are proposed for college or university language classes using metonymical humorous scenes. Metonymy is the linguistic phenomenon of “meaning shift” in a word or expression. It occurs in many kinds of cognitive frames, and can produce humorous expressions. The lesson plans—one using a humorous scene prepared by the teacher and the other using humorous scenes prepared by the students—are based primarily on group activities and suggest a potential application of movies in the classroom, since they show that using movies in class allows complex language activities. In various activities designed to determine what makes a line humorous and to share this knowledge, students will read a large amount of material, analyze the context, and present their findings orally—all of which will enhance the students’ English competence. In addition, the humorous movie scenes are so appealing and motivate students so strongly that they encourage students to work by themselves and to act as independent learners.
참고문헌 (14)
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