English Major Students' Attitudes towards Movies and Series as Language Learning Resources

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

Buğra Zengin (Namık Kemal University, Turkey), Duygu Doğan (Namık Kemal University, Turkey) and Feryal Çubukçu (Dokuz Eylül University, Turkey)
Copyright: © 2015 |Pages: 20
DOI: 10.4018/978-1-4666-8499-7.ch011
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This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.
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Movies as an Audio-Visual Aid for Learning Language Communicatively

Movies or motion pictures are multiple media applications that integrate sound and image with texts usually based on dialogues. They create “diverse modalities of input” by using photography, animations, sounds, visual effects and texts (Hsu, 2014, p. 64). Because of all these instruments, they appeal to visual, auditory, tactile and kinesthetic learning styles. Movies provide viewers with scenes showing the kinesics (i.e. gestures and movements), chronemics (i.e. use of time) and proxemics (i.e. use of space), which are the clues of contextual communication based on what to say where, when and how. Movies are certainly not only based on images, but also textual parts, which are captions or subtitles. While watching captioned/subtitled movies or vidoes in the target language, L2 learners have to attend to two types of visual input (images and texts) as well as audio input (sounds) (Hsu, 2014, p. 64), which means they use both auditory and visual learning styles. Therefore, another benefit of using movies is to do with multimodality. Block (2014) argues for the need to move beyond lingualism and take on a multimodal approach to teaching.

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