In the following essay, the didactic usefulness of film in the classroom will be discussed theoretically, and the practical implementation and the challenges associated with it will be demonstrated using appropriate examples. The focus is on the treatment of films as they are shown in evening programs and cinemas.
The trend observed in recent years of integrating films more and more frequently into English lessons as aesthetic works of art in their own right, and referring primarily to the way the medium is made, means that films are unable to develop much of their potential. When using films today, the students are primarily required to deal with the different mechanisms of representation, such as camera perspective, editing, and montage. The language-promoting properties of films are often neglected. Furthermore, too much focus on the processes leads to a suppression of the film content, so that a
multitude of cultural aspects are neglected. Furthermore, the active involvement of the audience in the reception process is insufficiently considered. The potential of film used in English classes, which primarily pursues the "promotion of intercultural communicative competencies", will therefore be clarified in the following.
Table of Contents
1. Introduction
2. The Potential of Films in the English Classroom
2.1 Relation to the World
2.2 Foreign-language Films as a Cultural Product
2.3 Audio-Visual Literacy
2.4 Different forms of Presentation of the Film Material
3. Accompanying Challenges of Using Films in the EFLC
3.1 Time Management and the Learning Effect
3.2 The “Communication Challenge”
4. Practical Part
4.1 Example for a Possible Film Choice
4.2 A Small Teaching Proposal
5. The Disadvantages of Using Films in the English Classroom and Possible Solutions
6. Conclusion
Research Objectives and Themes
This paper explores the didactic potential and practical implementation of feature films within the English as a Foreign Language (EFL) classroom, aiming to address both the pedagogical advantages and the inherent challenges teachers encounter when integrating audiovisual media into their curricula.
- Didactic benefits of using film as an authentic medium for language learning.
- Methodological models for presenting film material in limited classroom time.
- Strategies to overcome structural challenges such as time constraints and communication barriers.
- Practical integration of film analysis using the example of "Bend It Like Beckham".
- Balancing entertainment value with educational goals to ensure student engagement.
Excerpt from the Book
2.1 Relation to the World
One of the greatest potentials of films is that they establish a clear connection to the world for the students. The world reference is based on the active media and film use of the students in their free time. Therefore, audiovisual text types are often considered more media-attractive compared to other text types (Henseler, Möller, Surkamp 2011: 14). The attractiveness of film is generally considered to be conducive to learning, as it has a positive effect on students' motivation.
The integration of films into English lessons enables students to integrate their personal experiences with the medium "film" into the lessons. Due to the strong reference to the world, it can also be assumed that the students already know quite a bit about films (cf. Henseler, Möller, Surkamp 2011: 14). Today's generation of young people is more accustomed to a wide variety of genres, etc. than any previous generation. Especially through the interaction of image and sound and the visualization of what is happening, students are motivated to emotional reactions and personal statements (Henseler, Möller, Surkamp 2011: 9). This strengthens participation in the classroom.
However, the film experience itself is not only based on emotional intensity of the experience. It evokes a process through which the students deal with it intensively during the experience (cf. Henseler, Möller, Surkamp 2011: 9). In the extracurricular sphere, this can be seen, for example, in the need to exchange personal feelings and reactions with others after a movie night. This need can also be used in foreign language classes by having students exchange ideas in the form of discussions following a film. The use of films thus promotes authentic conversations in foreign language classes. All this thus prompts the students to write and speak (Nünning & Surkamp 2008: 247). However, strong emotional reactions can also follow if a film should affect a student too much due to negative experiences. However, this should be asked for and agreed upon beforehand and poses a challenge to the teacher.
Summary of Chapters
1. Introduction: Introduces the ubiquity of film in modern society and outlines the objective of exploring its didactical benefits and practical implementation in English classrooms.
2. The Potential of Films in the English Classroom: Analyzes the theoretical benefits of film, focusing on student motivation, cultural learning, and the development of audio-visual literacy.
3. Accompanying Challenges of Using Films in the EFLC: Discusses the inherent conflicts teachers face, specifically regarding time management, language difficulty, and technological limitations.
4. Practical Part: Provides a concrete application of film integration by using the movie "Bend It Like Beckham" and outlining pre-, while-, and post-viewing activities.
5. The Disadvantages of Using Films in the English Classroom and Possible Solutions: Examines recurring conflicts like the reception and learning-goal dilemmas, proposing practical strategies to mitigate these issues.
6. Conclusion: Summarizes that despite the logistical and pedagogical challenges, the advantages of using films as a multi-layered, vivid teaching medium outweigh the drawbacks.
Keywords
EFL classroom, film didactics, audiovisual literacy, intercultural communication, teaching methods, media-attractiveness, student motivation, film analysis, pedagogical challenges, language learning, Bend It Like Beckham, classroom integration, intertextuality, reception process.
Frequently Asked Questions
What is the core focus of this research?
The work examines the dual perspective of using feature films in English teaching: acknowledging their potential to enhance language acquisition and cultural understanding while simultaneously addressing the practical difficulties teachers face.
What are the primary themes discussed in the paper?
Key themes include the media-attractiveness of film, the role of audiovisual literacy, strategies for time-efficient presentation, and overcoming communication conflicts within the classroom.
What is the main goal of the thesis?
The central aim is to provide a balanced overview of why films should be integrated into English lessons, despite the logistical challenges, and to offer practical guidance for teachers.
Which scientific methodology is employed?
The work utilizes a combination of theoretical analysis based on existing didactic literature and a pedagogical application demonstrated through a practical example.
What topics are covered in the main section?
The main part encompasses the theoretical foundations of film in the classroom, specific presentation models, identification of classroom challenges, and a structured teaching proposal.
Which keywords define this document?
The document is primarily defined by terms related to language didactics, audiovisual integration, methodology in EFL, and intercultural competence.
How does the author propose to solve the "Time Management" conflict?
The author highlights the use of four specific presentation models (Block, Interval, Sandwich, and Segment) that offer flexibility depending on the length and the complexity of the lesson.
What role does the movie "Bend It Like Beckham" play in this paper?
It serves as a specific case study to illustrate how a film can be integrated into the thematic field of "Great Britain – past and present" through various classroom activities.
Why is the "reception conflict" mentioned as a disadvantage?
It refers to the challenge where students struggle to divide their attention between the foreign language audio and the distracting nature of subtitles or the visual images on screen.
What is the author's final conclusion regarding the use of films?
The author concludes that films are an ideal and highly valuable teaching medium and that the positive impact on student engagement and learning outcome far outweighs the logistical effort required.
- Quote paper
- Anonym (Author), 2020, Advantages and Challenges of Teaching Film in the EFL Classroom. Teaching English with Films, Munich, GRIN Verlag, https://www.grin.com/document/1244981
