The Friendship Between Language and Films
Films are a powerful tool in language education, offering students a unique opportunity to learn a new language and its culture. By exposing learners to new words, terminologies, and phraseology in context, films enhance vocabulary and proper usage. They also create a dynamic environment for classroom discussions, debates, and brainstorming sessions, making language learning interactive and engaging. For instance, I remember how watching The Big Bang Theory during my childhood days helped me polish and develop my English language learning. Initially, I used to find it difficult to grasp and make sense of the fast pace of the subtitles and the dialogue. However, with continued efforts and repetitive consumption of English moves and television series, can I proudly state that at this current moment, I am comfortable understanding different accents of the English Language without the aid of subtitles as often as before.
Many language institutions have embraced this approach, equipping multi-media rooms with televisions, video cassette players, and CD/DVD players. However, the effectiveness of using films in language instruction depends on the instructor’s preparedness and the application of appropriate methodologies.
The use of films in language learning is not new. Russian psycholinguist Leontiev (1975) highlighted their importance at intermediate and advanced levels of language acquisition. Some studies emphasize that films provide richer material for listening and speaking than reading passages. Similarly, they also argue that visual messages in foreign language curricula offer an entertaining and effective approach to language learning, breaking the monotony of traditional methods.
Films vividly depict the socio-cultural contexts of various communities, offering insights into language, speech, and character. For instance, a French film not only teaches the language but also immerses students in French lifestyle, customs, and values. This cultural immersion is invaluable for understanding the nuances of the language.
Moreover, films can enhance students’ motivation and interest in learning. Gvozdeyeva (2004) noted the positive impact of films on students’ emotional engagement and practical application of the language.
When selecting films for language learning, it is crucial to consider several factors:
- Historical Context: Providing a pre-viewing explanation of the film’s time period can help students better engage with the content. Even modern films benefit from brief contextual introductions to enhance comprehension and interest.
- Cultural Sensitivity: Instructors must be mindful of the cultural backgrounds of their students and the films’ countries of origin. Avoiding films that portray any culture negatively ensures a respectful and inclusive learning environment.
- Subtitles: Regulated use of subtitles can be beneficial. While it is ideal to watch films without subtitles to improve comprehension, they can be a useful aid when the language is too difficult to understand.
- Teaching Processes: Employing a three-step approach (pre-, during, and post-watching) enhances the learning experience. Watching the film twice, with and without support from a “lexical minimum,” allows for a deeper understanding of the language and its phonetic elements.
Therefore, by carefully selecting films and employing effective teaching strategies, educators can harness the power of cinema to create an immersive and enriching language learning experience.
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