THE IMPACT OF WATCHING SUBTITLED ANIMATED CARTOONS ON INCIDENTAL VOCABULARY LEARNING OF ELT STUDENTS
- Using film in the English classroom: Why and how. // Journal of Adolescent & Adult Literacy;Feb2001, Vol. 44 Issue 5, p485
Offers ideas on the application of film viewing in English classroom. Opportunities offered by film viewing; Concepts in the film that can be adopted in teaching English language; Development of practical approaches to the teaching of contextual understandings in relation to film texts.
- 'You've got mail': a film workshop. Eken, Ali Nihat // ELT Journal: English Language Teachers Journal;Jan2003, Vol. 57 Issue 1, p51
This article looks at using feature films in the English language classroom. A specially designed course is described, and an outline description given of a film workshop conducted by students of the Bilkent University School of Applied Language. The effects of the workshop on students are...
- Using Subtitles to Enliven Reading. Yarding Hwang; Peiwen Huang // English Language & Literature Studies;Jun2011, Vol. 1 Issue 1, p2
There are an increasing number of foreign language teaching techniques that integrate with the latest technology, such as computers, video materials. As the emphasis in multimedia shifts to success for all language learners, educators tend to carry out various techniques to demonstrate benefits....
- Text on screen and text on air: a useful tool for foreign language teachers and learners. Bravo, Conceição // Approaches to Translation Studies;2010, Vol. 33, p269
TV viewers and cinema-goers in Portugal have traditionally been exposed to a policy of subtitling, yet in spite of a high exposure to English-language audiovisual materials, secondary-school students' performance in English is poor and the majority claim to find EFL a difficult subject. A study...
- Fairness of IELTS Test Scores in University Admission. Tavakkoly, Motahar Khodashenas // Higher Education Studies;Dec2011, Vol. 1 Issue 2, p107
In recent years there has been growing theoretical interest in exploring the relationship between the interpretation and use of high-stakes proficiency test scores. In these discussions, the role of institutional test users (or test score consumers) has received only limited attention. This may...
- A SHORT IS WORTH A THOUSAND FILMS! Massi, Maria Palmira; Bl�zquez, Bettiana Andrea // Teaching English with Technology;Jul2012, Vol. 12 Issue 3, p62
The importance of visual input in the contemporary ELT classroom is such that it is commonplace to use audiovisual elements provided by pictures, films, clips and the like. The power of images is unquestionable, and as the old saying goes, an image is worth a thousand words. Following this line...
- PASSAGE DEPENDENCY OF READING COMPREHENSION ITEMS IN THE GEPT AND THE TOEFL. Tian, Shiauping // Reading Matrix: An International Online Journal;Apr2006, Vol. 6 Issue 1, p66
This study investigates the passage dependency of selected reading comprehension items from the GEPT (General English Proficiency Test) and the TOEFL (Test of English as a Foreign Language) and examines students' responses to items with extremely low passage dependency. Thirty-seven reading...
- Film and video bridge popular and classroom cultures. Nixon, Helen; Comber, Barbara // Journal of Adolescent & Adult Literacy;Feb2001, Vol. 44 Issue 5, p480
Reflects on the value of supplementing the reading of print fiction with the viewing of film such as `The Matrix' in the English curriculum. Application of the film to bridge the gap between popular and classroom cultures; Opportunities and challenges posed by the trend in media convergence.
- Question: Can you recommend a film to use in Year 7 English? Simmons, Gary // Australian Screen Education;Spring2000, Issue 24, p96
Recommends the film 'No Worries' for Year 7 English students in Australia. Myths about the outback; Importance of establishing a kind of reconciliation between the bush and the city; Goal of helping viewers develop new understandings of the country and the city.