In terms of applying videos in the English listening class, Harmer (2007) suggests that students should be provided with opportunity to watch while they listen because it has many uses in the classroom. Firstly, it offers students rich contextual settings of language in use. As watching videos, students can acquire language as well as paralinguistic cues involving the match between tones and facial expressions, between utterances and gestures and rule of behaviors. These non-language clues make the listening class become more real-life settings because “in most situation, listen is not an aural activity. We can usually able to see speaker who provides non-verbal clues to meaning, for example, lip movement, facial expression and gesture”
THE POSITIVE EFFECTS OF MOVIES IN FOREIGN LANGUAGE LEARNING One of the best visual equipments for language learners are movies or TV series. Movies contain lots of aural inputs that make language learners listen even if they are not aware of that. So listening becomes an entertaining activity rather than a burden. Videos and visual materials; raise attention towards research and reading, helps students to pay attention and sustain the attention. (ISCAN, 2011).
Cartoon movies contain colorful sceneries, animated graphics and sound to capture and maintain students’ attention. Due to their use, students are able to access and explore new concepts and ideas that were previously limited to the pages of books. When properly integrated in classroom instruction and curriculum, technology can be used to address the various learning styles and abilities of students. Attractive and notable pedagogic innovations through cartoon movies, songs, dramas and many other fictional or scientific programs create exciting learning experiences. It is important to mention that visual materials can create a harmony between the students and the instructional methodology and materials used.
The visuality of film makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in full visual context. Movies are visual tools for teaching and influencing the audience. I love going to the movies! I love watching the films to experience new scenarios and to be entertained. Movies inspire and helps you in your own lives by teaching us lessons.
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
The use of active learning in the classroom not only increase students’ engagement but also helps those students who struggles in the learning. Every part of active learning can engage students actively in the class. Through active learning, students gets to move, talk, discuss, argue, ask questions and reflect on what is been learned thereby engaging the students actively in the classroom. 2.4.7 Enjoy Learning Another benefit of active learning in the classroom is that it can make learning fun. By engaging students’ we can show them how much fun learning and particularly science can be.
Movies are a part of that literacy and “movies are an enjoyable source of entertainment and language acquisition” (Ismaili, 2012, p. 122). Using movies in the ESL classrooms or as an outside school activity can support motivation of the learners, because of their playful component, and they can be used as task activities to give an ideal environment for learning, as well as encouraging participation and interaction among students (Chan and Herrero, 2010). “The use of movies in the language classroom can encourage a creative approach that can have applications across the curriculum” (Chan and Herrero, 2010, p. 6). Many scholars have revealed that movies used in ESL classroom can become an essential part of the courses. This is based on the fact that movies give exposures to “real language,” used in authentic settings and in the
Learning the English Language through Movies Films can give you more than just entertainment. We cannot deny that the films will help us to develop our language skills. It is known that motivation in learning a new language is the most important thing, so if you focus on learning the language instead of watching just for fun you will gain more skills than you could imagine. Nowadays is not surprising as this approach, due to the development of the era and the immensity of film production. The purpose of this research paper is to determine how students at the university level are getting benefit from watching English movies in order to support their learning process.
Being able to keep a fluent conversation with a native speaker is viewed as the main goal of this research and it also highlights the importance of speaking skills in a student´s point of view. Therefore, in this research study , four competitive skills of english teacher considered which might be helpful for English teachers and enhance their students´ communicative skills. (Marc.j.Riemer, 2007)English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory but about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.
The usage of materials is one of the most important basements of teaching and learning processes. Because provide the learners with the resources that help them to communicate in different social environments and encourage students to use the language learnt in real contexts. In addition, visual aids supportive SLG teaching materials, and those aids are necessary for teachers and students; given the fact that SLG is a visual language and the rehearsal of the language through videos and images help the students to remember the signs better. In the SLG course, there is a book that the teacher uses to teach the signs. The book is named “Lenguaje de señas colombiana” by FENASCOL.