Journal of English Teaching through Movies and Media 2012;13(3):89-103.
Published online December 30, 2012.
Why movies? Revisiting the policy of supporting General English Education: Using Good Will Hunting
Jason Lee YunJoon, Ja won Lee
왜 영화인가? 영어교육강화 방안에 대한 재고
This paper deals with a suggestion for non-native English teachers to teach communicative language classes with the help of movie-materials. It also describes the theoretical foundations necessary to use movies in the foreign language classroom. According to Sinclair (1991), language is defined as a combination of creativity plus prefabricated chunks. Therefore, learning prefabricated chunks is theoretically justified in order to enhance language development. Lamb (1998) also argues that there are many scholars of language learning who ignore the human's cognitive ability to memorize, implying that memorizing prefabricated chunks is an effective way to learn an L2. Speaking of the process of language acquisition, Ellis (2003) reports that syntactic systematicity is the result of strengthening associations between language function and language form. The associations are immediately processed through prefabricated chunks, he argues. In this respect, memorization of prefabricated chunks and language development are closely related. Considering teaching such chunks, there is no reason that non-native teachers should be ignored in the L2 classroom. This paper makes suggestions about how to manage L2 classrooms using movie-materials. The movie Good Will Hunting has been used because it has many touching and impressive dialogues. The roles of teachers, students and the movie-materials are described in detail. This paper shows conclusively that non-native teachers are perfectly able to improve students' communicative abilities.
Key Words: non-native teachers;prefabricated chunk;movie
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