Professional Documents
Culture Documents
Muhammad Saeed
March, 2010
by
Muhammad Saeed
Roll No. 508211743
Pages: 94
Degree: MA TEFL
This study reports the effective use of authentic material like English Movies for
developing the listening comprehension skills, which is the most ignored and a difficult
skill to acquire. The study shows different strategies adopted for using English movies for
language teaching.
The participants in the study were twelve EFL learners at a language institution in
Mingawara Swat. During twelve weeks of experiment the students were taught with four
Hollywood movies. Before the experiment a pretest was conducted for knowing the
initial listening comprehension abilities of the learners. During the experiment listening
comprehension tests were conducted at the end of each movie. At the end of the whole
experiment a post-test was conducted. The results of the pretest and post-test were
compared.
i
Both qualitative and quantitative approaches are adopted in this study. The data include
open ended interviews, students feedbacks and Post-test. According to the scores
achieved through different kinds of listening comprehension tests, the researcher found
that students understand better when they are taught with video. With visual and auditory
A look at the culture of the native speakers can be provided with videos
ii
ACKNOWLEDGEMENT
I am grateful to the Al Mighty Allah for giving me the strength to complete the thesis in
time. I am grateful to Prof. Wafa Muhammad for giving proper direction to my research.
I am extremely thankful to Mr. Rohul Amin principle Mind Your Language for letting
I am thankful to my friends Mr. Aziz ul Haq, Mr. Fazal Hadi, Mr. Umar Khan and Mr.
Subhani Jawhar for their timely he lp and encouragement and to all those who helped or
Muhammad Saeed
iii
DECLARATION
I, Muhammad Saeed, do hereby solemnly declare that the work produced for this thesis is
my own, and has not been presented before to any other institute or University for a
degree.
The research was carried out and completed at Mind Your Language a language
Muhammad Saeed
The Researcher
iv
DEDICATION
I dedicate my thesis to my friends Mr. Aziz ul Haq, Mr. Aftab Alam & Mr. Nasir Aman
v
APPROVAL CERTIF ICATE
Thesis entitled Developing Listening Skills Through English Movies at Diploma Level
submitted by MUHAMMAD SAEED Roll No. 508211743 has been accepted by the
Allama Iqba l Open University, Islamabad, in partial fulfillment of the requirement for
MA TEFL de gree.
______________________
Chairman
______________________
External Examiner
______________________
Internal Examiner
Dated: ___________________
vi
TABLE OF CONTENTS
ABSTRACT . i
ACKNOWLEDEGEMENT . iii
DECLARATION.. iv
DEDICATION.. v
APPROVAL CERTIFICATE... vi
LIST OF TABLES xi
LIST OF FIGURES.. xi
LIST OF GRAPHS.. xi
CHAPTER I: INTRODUCTION 1
1.3 Objectives 3
vii
2.2.3 Interpreting Non Verbal Communication 13
2.2.5 Motivation.. 16
2.6.1 Pre-Viewing. 24
2.6.2 While-Viewing. 25
2.6.3 Post-Viewing 26
3.2 Sample. 30
3.4.3 Procedure. 34
3.5 Instruments 36
viii
3.5.2.1 Pretest 36
3.5.2.3 Post-Test. 38
4.1 Pretest. 41
4.4 Post-Test 47
4.5 Interviews.. 49
4.5.1 Motivation. 50
4.7.2 Repetition 57
4.7.3 Subtitles.. 58
ix
CHAPTER V: CONCLUSION
5.1 Findings. 61
5.2 Advantages 62
5.4 Disadvantages.. 64
5.5. Barriers. 64
5.6 Suggestions.. 65
References .. 67
Appendices
Appendix A: Pretest 69
x
LIST OF TABLES/FIGURES/GRAPHS
xi
CHAP TER I
INTRODUCTION
Second Language (SL) teachers have been using video materials in classrooms at all
levels for quite some time now. Affordable technical equipments, the wide availability of
authentic video materials, and the students high level of interest and familiarity with new
media, all makes it very easier than ever to provide students with a glance at the authentic
Through the use of videos and especially English movies language teachers can allow
their students to derive more from English movies than passive enjoyment. Within well
planned, engaging activities, English movies can be an excellent tool for improving
listening compr ehension skills of EFL learners. English movies can not only motivate
EFL learners towards learning English language in an authe ntic way but the audiovisual
Many EFL stude nts have not had the oppor tunity to have a meaningf ul and extensive first
hand encounter with the target culture by traveling to the target country, nor may they
ever be able to expe rience the culture in that way during the years of their language
instruction. Movies can provide a window to the target culture and allow teachers to
establish a controlled classroom setting, where students have the possibility of observing
native speakers in contextualized situations. Therefore, EFL teachers are well advised to
1
explore and utilize audiovisual media to provide their students with a taste of the target
culture and improve their language skills like listening and speaking etc.
English is taught as a foreign language at the language institutions in Pakistan. The focus
in most of these institutions is mainly on developing the Speaking Skills of the learners
while other skills are ignored and the most neglected of all the four skills is the listening
skill which results in the poor listening comprehension of the listening skills on the part
of the learners.
The institutions where listening is taught, there the language ins tructors use ready made
materials that are especially designed for the purpose of language teaching. Ready made
materials in most of the cases are not motivating for the students due to which the
learners lose interest. Language institutions in district Swat are no exceptions. Most of
the institutions focus mainly on improving speaking skills of the learners while listening
skill is ignored. The few institutions which take classes for improving the listening
comprehension of the learners use audio tapes that are designed for the purpose of
language teaching.
There is no concept of using authe ntic materials like English movies for developing
listening skills in district Swat, which might not only develop the listening skills of the
2
It is very important to use motivating authentic material for developing the listening
This study is designed to diagnose whether English Movies can be used for developing
1.3 OBJECTIVES
To practice situations through English movies that EFL learners are likely to
speakers of English.
skills.
paralinguistic features.
3
1.4 RESEARCH QUESTIONS
The purpose of this study was to explore new effective methods of teaching and to adopt
the kind of material which is different from the traditional teaching material and which
give maximum output on part of the learners. The study aimed to explore new ways of
arous ing the interest of the students and to motivate the students to learn English in an
The study is very significant because it enables the language teachers to utilize the kind
of authentic materials used in the experiment in the language classes. The study shows
that the use of authentic materials like movies motivates the learners to learn English.
The teachers can motivate their stude nts in the same way by us ing different kinds of
authentic materials. The kind of materials if used by language teacher will enable the
4
The find ings of this study can be very helpful for planners, language teachers and
The research is quantitative as well as qualitative at the same time but the researcher
relies mainly on quantitative data that is achieved through different kinds of listening
The experiment lasted for 12 weeks. In the first week of the experiment a Pretest
(Appendix A) was conducted and the da ta (Appendix F) was collected. In the same week
a questionnaire was filled through the students for knowing their interest in the kind of
movies they like and the purpos e of taking the experimental class. The questionnaire
helped the researcher to know the background knowledge of the learners regarding
After the pretest and distribution of questionnaire, lesson plans were carefully designed
and then were implemented in the language classroom. Sequential Approach was adopted
teaching through movies. At the end of each movie a test (Appendices D1 to D4) was
5
At the end of all the four movies a Post-test (Appe ndix E) was conducted. The data
achieved through the pretest (Appendix A) and the post test was compared. Open ended
interviews were conducted from selected learners for getting their views about the whole
experiment.
The thesis is organized in five chapters. The first chapter deals with the overall
introduction to the whole project. The statement of the problem, purpose of the study,
Relevant literature has been reviewed in chapter second. Various authors and researchers
have been discussed in the chapter. The literature review is a proo f that the study that is
carried out has a strong ba ckground and it also proves that various researchers have
Chapter three describes the overall methodology adopted for the whole research project.
The chapter shows how the pretest was taken, then the distribution of survey
questionnaires (Appendix B), the selection of materials, its implementations, the process
6
The da ta collected through different kinds of tests and questionnaire has been analyzed in
chapter four. The data (Appe ndix F) collected through the pretest (Appe ndix A) and the
data collected (Appendix G) through the post-test (App endix E) is compa red and
discussed in detail. The interviews of the selected candidates and classroom observation
The final conclusion is presented in chapter five. An overview of the achievements and
difficulties related to the materials are presented in chapter five. The researcher suggests
remedial measures for the language instructors and course planners for improving the
language skills of the learners and motivating them for learning English.
The study was limited only to a class of 12 EFL learners at Mind Your language a
7
CHAPTER II
LITERATURE REVIEW
In order to investigate the importance of video material especially Hollywood Movies for
language teaching the existing research needs to be reviewed. This review will illustrate
the emergence of foreign movies in second language classroom, as well as the benefits of
videos & particularly movie segments as a teaching medium for second languages &
culture.
Since the decline of Grammar Translation Method & the pop ularity of Audio-Visual
of the time spent on listening & speaking in the classroo ms. Which proved language
learning might not be limited to reading & writing. Language must be taught in an
It is very important to note that the L2 learners listen to the target language twice in the
language classroo m than they speak the language (Van Duzer, 1997) & four or five times
as much as reading & writing. Consequently the role of listening cannot be ignored
because the acquisition of this receptive skill becomes a vital prerequisite of good
skill, the language instructor needs to carefully select & prepare a variety of quality
teaching material & aids to be used in language laboratory, ensuring that the learners will
8
gain optimum results from the listening lessons. A relatively simple way to achieve this
goa l, is by selecting commercial videos containing movies as teaching aids & then
A film has the ability to create optimal language learning environment. Films direct
plot & technology effects, film diverts students attention away from the aspects that
cause them anxiety, thus lowering their affective filters & allowing them to acquire
Feature films are more intrinsically motivating than videos made for EFL/ESL teaching
because they embody the notion that a film with a story that wants to be told rather than
Unlike most of their ESL counterparts, many EFL students lack access to native speakers
for authentic communication. Using authentic videos in the classroom can provide
opportunities for learners to evaluate a medium that they use in their daily lives (King
2002, cites Stempleski & Tomalin, 1990). Moreover the realism of movies provides a
listening comprehension & fluency practice (King 2002, cites Stempleski, 2000).
9
2.2. BENEFITS OF USING AUTHENTIC VIDEO
The growing confidence in the SL teaching is certainly due to many benefits they offer as
Films are such valuable & rich resource for teaching for they present colloquial English
in real life context rather than artificial situations, an opportunity of being exposed to
different native speakers voices, slang, reduced speeches, stress, accent & dialects (King
2002).
Brandt (2005) cites Field (2000) who identifies two advantages of using authentic
10
And further says that authentic listening material exposes students to language that is
closer to what they will experience out of the classroom, & it teaches the learners to
realize and accept that they will not recognize & understand every word that they hear.
Generally speaking, in language learning, the valid procedure involves listening &
speaking first, to be followed by reading & writing. But now-a-days the procedure often
seems to be inverse. First comes reading closely followed by writing. The language
teacher has to speak very slowly as to make his students understand well, which results in
Listening is one of the primary means of interacting with other people, because listening
is the most frequently used method for gaining information (Satterwhite & Oslen, p.76,
2007). The process of listening involves good speaking & listening abilities. But under
According to Brown (1985, p. 2), at best the students are exposed to slow formal style of
English spoken on taped courses & they understand it very well because that is slow
colloquial. But when they are exposed to normal speech of the native speakers then they
are a failure. There has been a quite rapid change in the style of pronunciation used in
public speaking & in this context toda y slow colloquial is rarely heard.
11
In listening one needs to put oneself in the speaker shoe in order to understand the
message that the speaker is communicating (Satterwitte & Oslen, p.77, 2007). A native
speaker is not going to reform his speech habits over night. Where English is not the first
language there is a danger that student may never develop the ability to use an
appropriate style of pronunciation (Brown, p. 4, 1985), if the students are not given any
Movies are a very good medium for providing an informal style of situation to the
learners where actors are not supposed to slow down for the class to be understood or
The teacher has to select appropriate movies for his class according to the level of the
students. The language of the movie should not be too s imple or excessively complicated
that the students feel frustrated & discouraged then the result would be counter
productive. The language of the movie must not only be authentic but varied, for it is
but words. It has been estimated that between 80 & 90 percent of communication is
de monstrated through body language, gestures, tone, voice & facial expressions.
Table 2.1
13
Smiling Warmth; openness; acceptance
Titled head Interest; openness
Nodding agreement Interest; agreement; understanding
Head down Rejection
Shrugged shoulders Indifference
Fidgeting Boredom; nervousness; impatience
Yawning Boredom; confusion
Tapping/drumming finger Impatience
Patting/playing with hair Uncertainty; insecurity; anxiousness
Biting nails Insecurity; nervousness
Doodling Boredom
Foot swinging/tapping Boredom
Finger pointing Aggressiveness; anger; blame
Fists pointing Aggressive ness; anger
Fist clinched Aggressive ness; anger
Playing with an item Boredom; nervous ness
*Nonverbal communication varies by culture & country (adopted from Business Communication at Work
Movies provide an opportunity to the language learners to interpret the nonverbal clues,
which is not pos sible with an audio tape. The learners feel encouraged and they will be
good active listeners as they will be able to pay attention not only to nonverbal but also
verbal messages.
According to Walker (p. 2, 1999), while watching a movie the learners can see how
people move as they speak, how their bodies move in time with the rhythm of their
14
speech, what their arms gestures & facial expressions are, & they can see how eye
contact plays a role in spoken communication, along with other paralinguistic ways
manners of interacting and roles, relationships and expected behaviors of a racial, ethnic,
religious or social group; and the ability to transmit the above to succeeding generations
(Goode, Sockalingam, Brown, & Jones, 2000 cited by Peterson & Coltrane, 2003 ). This
means that language is not only part of how we define culture, it also reflects culture.
Video material has been deemed to be a powerful tool which can open ways of depicting
the foreign language culture more effectively than other instrumental material.
Using authentic sources from the native speech community helps to engage stude nts in
authentic cultural experiences. Sources can include films, news broadcasts, and television
shows; Web sites; and photographs, magazines, newspapers, restaurant menus, travel
brochures, and other printed materials. Teachers can adapt their use of authentic materials
to suit the age and language proficiency level of the students. (Peterson & Coltrane,
December 2003)
15
English movies have incomparable effects in acquainting the students with the culture of
English speaking countries. There is a strong visual link that is created by the movie
between the learners & for eign country & the link is usually stronger than the text
description.
Video provide foreign language learners insight into the culture of the target language &
allows for the opportunity to question any non-verbal aspects of communication that they
may not be familiar with. Video can lead to such cross-cultural comparison to be made
2.2.5 Motivation
Motivation can be defined as some kind of internal drive which pushes someone to do
motivated learner in this way a motivated learner is one who is willing or even eager to
invest efforts in learning activities & to progress. He further elaborates the notion in
16
Figure 2.2 Motivation
Integrative Instrumental
motivation, no matter how much effort is put into it, the result is often fruitless. It is the
teacher who has to provide the learners with some stimulating teaching materials to get
Feature films are more intrinsically motivating than videos made for EFL/ESL teaching
because they embod y the notion that a film with a stor y that wants to be told rather than
17
2.2.6 Sound Factor
While learning/acquiring a language the first start is from sound, an individual hear a lot
than actually produce while acquiring a language. ESL learners have the advantage to
live in the target culture & receive the language input of the target language on daily
basis. However EFL learner who lack abundant inputs are required to speak often before
listening.
A movie has the ability to arouse the motivation of the learners & present complete
communicative situations. The combination of sound & vision is dynamic, immediate &
accessible. Film shows the difference between formal & informal behavior & langua ge in
English speaking countries. Students must not know every word appeared on the screen
& understand the plots by actors action & voice. Film is a form of communication & it
can be achieved without the help of language, since we often interact by gestures, eye
Canning-Wilson (2002) says that video provides stimuli such as environment, which can
lead to & generate prediction, speculation & a chance to activate background schema
18
2.2.7 Image Factor
Concrete images are more memorable than abstract ideas, & that is why pictures are such
important instructional aids for instructors & text authors. According to Ur (p. 108,
2006), in the listening situations the speaker is visible & directly interacting with the
listener. Walker (p. 2, 1999) says that video can act as a visual aid for language learning.
In langua ge teaching we make much use of photographs & other type s of still pictures to
help teach & to provide stimuli for practice of language. Using video films for this
Video makes a pos itive contribution to the effectiveness of listening practice, in that it
supplies the aspect of speaker visibility & general visual environment of the text Ur
(2006, p. 108). Video/film offers the phonetic & prosodic advantage of audio as well as
videos allow the learner to see body rhythm & speech rhythm in second language
discourse through the use of authentic language & spe ed of speech in various situations.
Videos allow contextual clues to be offered. The use of visual overall can help the
learners to predict information, infer ideas & analyze the world that is brought into the
When the learner will use the language in real life they will feel confident enough as their
19
2.2.8 The Text Factor
The use of video subtitles provides a dynamic and rich source of communicative
language in use. It is dynamic because all languages are in constant change, never fixed,
and the best way to reflect this is through authentic video, TV and other media, and rich
because the resources and techniques are multiple. With appropriate guidance and
training, subtitles give learners a subjective suppo rt that need many times to feel more
comfortable and motivated when learning a foreign language, and an objective aid in
terms of recognition, maintenance, and production of new and already known linguistic
items, thanks to multiple assoc iations they provide, together with the context and the
The new DVD technology allows the viewers to watch the movie/film with subtitles or
without the subtitles. DVD can be used in the language classroom in many fashions. For
example, for the first time watching the teacher can play the film without or ignoring the
subtitles & the learners have to pa y attention only to the action on the screen & listening
to the English. The second time the learners have to pay attention to the English subtitles
to get the exact meaning, even using freeze- framing at unfamiliar vocabulary to look the
words up in a dictionary. The third time they can close their eyes & just listen. The n in
20
The main point is, the teacher can use the English subtitles to enhance or to further clarify
the listening skills of his students. The students are not depende nt on the subtitles.
As the new technology becomes more accessible to teachers & learners, its potential as a
tool to enhance listening skills become a practical option. The new technology allows
integration of text, graphics, audio & motion video in a range of combinations. The result
is that learners can now interact with textual, aural & visual media in a wide range of
formats.
In order to promote active viewing & interaction, choosing appropriate movie is crucial.
The language teacher has to be extremely cautious & particularly careful about the choice
of the movie.
The selected movie should have the quality to motivate the stude nts & arouse the ir
interests as King (2002) says entertaining films are sometimes enjoyable & relevant to
the learners appreciation of popular culture. Recently appearing films are more
appealing to the classic one (preferably within the last fifteen years & with a notable box
office success), e ven though old films are by & large in offensive.
King (2002) further says that the appropriateness of the context & comfort level of the
students needs to be taken into account in the selection process. Films with explicit sex
21
scenes, gratuitous violence & excessive profanity should be avoided strictly. The
language itself in some movies is a big problem. Even if English movie does bring
authentic & impressive language to the students, it may bring some vulgar language as
well. Phrases like son of a bitch, fuck you, asshole etc are frequently appearing in some
movies. If the students are exposed to a language like this, the result would be a disaster.
King (2002) proposes four approaches Sequential, Single-Scene, Selective & Whole-Film
Appr oach. S he says that while presenting films, some structurally driven approaches have
teaching.
Single-Scene Approach: One segment from the entire film is utilized for
teaching.
Selective Approach: Using a few scenes from an entire movie for language
teaching.
Whole-Film Approach: Show the movie in its entirety in a single viewing for
teaching.
When selecting approaches, they are all feasible depending on the teaching objectives &
target groups.
22
Canning-Wilson (2002) suggests that video should be shown in segments not as a whole
Baltova (1994), the first sign o f distraction in those groups appeared after the first minute,
& by the end of four minutes, distraction spread all over the groups, while in the video
continues several more students become distracted after six minutes, more students lost
concentration after ten minutes & around one third of them kept watching until the end.
Walker (1999, p. 4) shows how to exploit videos for different purposes & to create
1. Normal Vie wing: Everyone can see & hear simultaneously & the film clip is
2. Repeated Viewing: The film is expected to be rewind & replayed, o r parts of the
3. Still Picture: Using pause or freeze frame button will give still picture. This can
23
4. Silent Vie wing: By adjusting the volume control, stude nts can foc us only on the
5. High Speed Viewing backwards or forwards: Use slow rewind or slow fast
forward button to give stude nts of what they have seen as a kind of summary.
This type of viewing can be used to predict events & pre-teach vocabulary, or it
6. Sound Only: Tur n away the screen from the stude nts, or turn do wn the
7. Split Viewing: Information gaps can be created by dividing the class & turning
the screen so that some students hear only, while others see & hear. Alternatively,
if you make an audio tape of the soundtrack as well. Some students can hear only
& other can only see. These information gaps can then be exploited in various
It is not possible to achieve any goal without classroom activities. Therefore, sufficient
practice should be prepared for the students. On the other hand too much practice might
result in boredom. The teacher must be aware of the purpose of these skills what he wants
24
his students to develop by doing the tasks. He should take the students interests,
2.6.1 Pre-Viewing
stage the teacher spends a sufficient amount of time helping the learners build the
encourages the learners to recall the knowledge that they have already in mind.
The teacher should clear the difficulties & doubtful language points that will appear in
the movie, thus making the students prepared. In such case, even if they cannot grasp
every word express in the movie the stude nts have already caught the gist of the stor y.
Certain assignments can be designed in advance to attract students attention during the
showing of the movie so that the attention of the stude nts might not be distracted &
2.6.2 While-Viewing
It is misleading to think that the role of the teacher is to pus h the button & then relax &
let the movie go. The movie can be interrupted, replayed, frozen or even taking the sound
25
or vision off at certain places. In fact the controlling process of the movie is also one of
its advantages.
At some essential theme the teacher can stop to let the students consider some activities
for the stude nts. Some que stions can be asked like, why does it happen? Who does it?
What did the protagonist say? Or the teacher may give the students some useful
vocabulary. The teacher must be aware of the students. If the movie is interrupted too
many times, the students would lose patience & then they would respond passively.
2.6.3 Post-Viewing
There can be a number of activities after the show immediately or in the near future,
where the learners are required to be active participants. The challenge for the teacher is
to set clear goals & achievable tasks & also to organize it.
As in a movie there are always some favourite characters of the students, the teachers
should take advantage of this motivating opportunity and ask the stude nts to play the role
of his/her favourite character. The teacher can provide opportunity to the students to
watch their favourite scenes as many times as they wish. After viewing these scenes role
play activity can be adopted. This activity although challenging, will improve the
26
Retelling is also another favorable way to develop students oral English ability. The
students may be asked to summarize the movie or some scene or even discuss the theme
of the movie. This will develop their practical ability to use English.
27
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher describe s the overall methodo logy employed in this study.
To begin with, the overall design of the study was introduced. Then, the characteristics of
the subjects and the materials used, were presented. Next, the schedule and procedure of
the study were displayed. The last part discusses the instruments that were adopted.
A pretest (Appendix A) was conducted from the learners for knowing their initial
listening comprehension abilities. The pretest was based on clips from English films. The
learners were guided for how to attempt different questions in the pretest. The data
After the pretest (Appe ndix A) a questionnaire (Appe ndix B) among the learners was
distributed so that their interest and knowledge about English films, and the purpose for
taking part in the experimental class is known. The researcher took a very good idea
about the kind of films they were interested in. The researcher selected films on the basis
After analyzing the questionnaire, four Hollywood films were selected that had to be
presented to the learners in the language classroom. Each film was taught in two to three
28
classes and the learners were asked to complete worksheets during the classes. After
A post-test (Appe ndix E) was conducted at the end of all the four films taught in the
class. The data (Appe ndix F) collected from the pretest (Appe ndix A) and data (Appendix
Follow up interviews from selected the learners were taken from to know about the
The results of listening comprehension tests, pretest, post-test and interviews were the
29
Figure 3.1 Overall Research Design
Pretest
Distribut ion of
Questionnaires
Material Presentation
Four Films
Classroo m
Instructions, vocabulary, Observation
plot
Listening
Compr ehension Tests
Post-test
Follow up interviews
Data Analysis
30
3.2 SAMPLE
The subjects were a class of EFL learners at Mind Your Language (a language institute)
in Mingawara Swat. There were 12 learners (all male) in the class. Their ages were
between 21to 30. Two of the learners were with intermediate qualification while the
remaining ten of the learners were graduates and most of them were professionals serving
at different institutions.
In the beginning there were 14 learners in the class but 2 of the learners could not attend
the class on regular basis due to some problems therefore they were not included in the
All the learners had spent more than 3 months at the language ins titute. Their proficiency
level in English was intermediate. Therefore the material selected for them was not that
The learners were told in the beginning that the class was experimental and was aimed at
31
3.3 VIDEO MATERIALS
The materials used in this study were four featured films. The stories or the themes of the
films were in accordance with the age of the learners so that they might not lose interest
The learners, with the help of the video, as every one knows, easily know the films. The
number of vocabulary and sentence patterns is more than the ability of the learners. It
points out that video presentation would be intrinsically interesting to language learners.
The learners would like to watch even if their listening comprehension is limited. The
material should be motivating. The learners should be willing to see more, to ask
questions, to follow up ideas and suggestions.
Films like Pride and Prejudice (based on Jane Austins novel), shows class distinction
and the desire of middle class girls to be married in upper class families. It shows the
culture of the time in a very beautiful way. The learners could not only improve the ir
listening comprehension skills but also know about the target culture (i.e. the Victorian
culture).
32
3.4 SCHEDULES AND PROCEDURE
The teaching experiment lasted for 12 weeks, for the experiment, a computer monitor and
good quality speakers were arranged which were attached to a laptop. The schedule for
the presentation is shown in the table.
Table 3.2
Weeks Date Films
As mentioned above, the experiment lasted for 12 weeks. Two classes a week in the
evening were arranged of 90 minutes each. Lesson plans were carefully planed so that
maximum output on part of the learners might be ensured. At first classes for 120 minutes
each were arranged but due to other activities of the learners the classes were reduced to
90 minutes each.
33
3.4.1 Movie Preview
Before the start of a new film, the learners were give n an extra activity. They had to
watch a film preview and then they had to fill a works heet (Appe ndix C) after watching
the preview. The work sheet consisted of the title of the film, genre, setting, characters
and plot.
The learners were asked to write the possible plot of the film and to tell what they
expected to watch in the class after watching the preview. The learners were asked to
discuss the plot the y thought in their minds for which they wrote some points in the
worksheet.
King (2002) describes four approaches for teaching English through movies; the
approaches are Sequential, Single Scene, Selective and Whole film approach. In this
study the researcher has adopted Sequential, logical step by step approach for movies, so
that maximum results could be achieved. Two clips were taught in every class, each clip
for 45 minutes.
34
3.4.3 Procedure
In every class the instructor used 3 minutes to remind the story or bring a new story in
accordance with the film that was to be presented. The instructor would then present a
short clip from the film of 2 to 5 minutes either with no sound or with no video and
would ask the learners to predict the stor y and what the characters were trying to say.
After this activity the clip would be played for the second time but this time with both the
vision and sound on. And the learners had to listen attentively to what the speakers were
trying to say. They were to compare their version or ana lysis of the clip and the actual
dialogues. In most of the cases their interpretations of the film clip would be the same to
After this activity vocabulary would be presented and the clip would be discussed. The
vocabulary was given to the learners in printed form so as to save time. The clip would be
presented to the learners for the third time, after which the learners had to complete
works heets on listening comprehension. And after the listening comprehension activities
35
Figure 3.3 Overall Teaching Procedure
Warm up 3 minutes
Presentation 6 minutes
Discussion 6 minutes
Listening Comprehension
worksheets 5 minutes
Wrap up 3 minutes
36
3.5 INSTRUMENTS/TOOLS
To achieve the purpose of the study, four instruments were used for data collection.
Survey Questionnaire (Appe ndix B), Class Observation and Listening Comprehension
Tests (Appendices D1 to D4), including Pretest (Appendix A) and Post-test (App endix E)
The purpose of this questionnaire was to obtain a clear picture of the subjects interest,
background knowledge and the purpose of taking the class. The categories of the survey
included each learners name, sex, age and present qualification. And the kinds of films
they like to watch and the reasons for watching the films. And suggestions for
distributing the class time for different kinds of activities during the class. The
questionnaire helped in selecting the kind of films that had to be used in the class during
the experiment.
37
3.5.2 Listening Comprehension Tests
3.5.2.1 Pretest
For knowing the initial listening comprehension abilities of the learners a pretest
(Appendix A) was conducted the result (Appendix F) of which was noted. The test was
consisted of six questions. The first question was a true- false question. The learners
had to watch a video clip from a film and then they had to answer the questions. They
were asked to read the questions first then the clip would be played on for one time
therefore they had to be very attentive. And then they had to mark the statements in the
For the second question the learners were given some words. They were asked to read
the words first, after reading the words, they were told that they had to watch a short clip
from a film and then they had to mark the words which they didnt recognize in the clip.
The third question was a multiple choice question. The learners were asked to read the
multiple choice questions first. The learners were then asked to watch the film clip and to
mark the most appropriate answer at the end of the video clip. An open ended question
was also put at the end of question 3. The learners were asked to answer the question
38
For question 5 and 6 one clip was used. Question 5 was a fill in the blanks question
while question 6 consisted of open ended questions. Before attempting the questions
(Appendices D1 to D4) were given to the learners at the end of each film. The tests were
consisted of three types of questions. The first question was a true- false question. The
learners were supposed to identify true or false statements after watching the clip. The
second question was based on open ended questions. The third question was based on
the vocabulary they had been given during the class. They had to watch the clip and then
they had to fill in the blanks with the vocabulary they had been given.
3.5.2.3 Post-test
At the end of the experiment, the learners were given a similar test like the pretest
(Appe ndix A), to know about the level of improvement in the listening comprehension
39
Like the pretest there were six questions in the pos t-test (Appe ndix E) and the learners
were told that they had to watch the film clips only for one time. The clips were played
The data (Appe ndix G) collected through the post test was compared to the data
(Appendix F) collected through the pretest. Both the data were analyzed and results
The clips both for the pretest as well as the post test were new for the learners (i.e. the
During the study, learners in each experiment and their performances in the tests were
observed. During the period of each experiment, the researcher reviewed the content and
asked the learners if they had any suggestions for this expe riment. After interacting with
the learners, the researcher took notes about some obvious details of learners learning
behaviors and their responses or suggestions. The notes were collected and organized
40
3.5.4 Follow-up Interview
A follow-up interview was conducted after completing the experiment. The learners were
asked to pin point the difficulties they faced during the whole program and to share their
41
CHAPTER IV
DATA ANALYSIS
This study lasted for three months from November 2009 to January 2010. In the first
week of November a Pretest (Appendix A) was conducted for knowing the initial
listening comprehension abilities of the learners, the data (Appe ndix F) was collected. In
the same week a questionnaire (App endix B) was distributed among the learners for
knowing their interest in the kind of films they were interested in and what made them to
The da ta collected through the questionnaire gave the researcher an ins ight into the
interest of the learners in particular genre of films, which led to the selection of that kind
of films for the experimental class. The questionnaire also helped in knowing why the
conducted at the end of each film fir judging the performance of the learners. A post-test
(Appendix E) at the end of the experiment was conducted for knowing the level of
improvement of the learners. An interview was conducted after the post-test (Appe ndix
42
The pretest (Appendix A), questionnaire, listening comprehension tests (Appendices D1
to D4) at the end of each movie and the po st-test (Appe ndix E) are the things that
suppo rted the findings of the study. All the variables are discussed in detail in this
chapter.
4.1 PRETEST
The Pretest (Appe ndix A) consisted of 6 questions. The questions were filling in the
participated in the test but 2 of the learners as mentioned in Chapter III could not
participate in the experiment therefore their results were not included in the analysis.
As mentioned by Salli-Copur (2005) mixed abilities classes have always been a headache
for every teacher. The teacher has to face a lot of challenges when helping learners with
lower English proficiency levels. At the same time, the learners of higher English
proficiency levels feel bored when the teacher explains the same thing time and again.
The researcher wanted to know the initial listening proficiency level of the learners not
only for the level of differences in terms of listening comprehension abilities but the data
would be used for later analysis. Therefore a Pretest (Appendix A) was conducted before
43
The Mean score of the Pretest (Appendix A) was calculated as 6.82 and the standard
deviation (SD) as 4.4. The large SD shows that there are prominent English proficiency
level differences among the learners and the class is a mixed ability class.
The SD shows that there are two groups of learners in the class, the higher proficiency
level learners and the lower proficiency level learners. For higher proficiency level
learners English is easy while for lower proficiency level learners English is difficult.
Therefore when there are two different levels of groups in one class the lower level
learners lose heart which leads to poor marks in the final exams.
To prevent the lower level learners from frustration towards learning English and giving
the higher level learners an optional choice, authentic materials should be used in the
language classroom.
N 12
Mean 6.82
Standard D eviation 4.4
Variance 19.36
Range 14
Minimum Marks Obtained 9
Maximum Marks Obtained 23
(Appendix A) is shown. The average marks of the whole class were calculated as 47% in
the pretest.
There were six questions in the pretest. The marks of each question of the Pretest
45
There were six questions in the Pretest. The average pe rcent result for the first question
was 49%, for the second question 41%, for the third question 50%, for the fourth 48 %
and for question five and six 52% and 44% respectively.
Graph 4.2 The statistical representation of the obtained question wise marks of the
whole class
The data (App endix G) was later on compared with the data achieved through the post-
test (Appe ndix E). And in this way the level of improvement was measured.
As already mentioned in chapter III, the questionnaire investigated the age, sex and
educational background in the first section of the questionnaire. The age limits of the
46
learners were between 21 to 30 years. Two of the learners were with intermediate
qualification while the remaining ten learners were graduates and were professionals.
In the survey pa rt of the questionnaire (Appe ndix B) the first closed ended question was
about the kind of films they liked to watch. The learners were told they could opt for
more than one options. A total of 25 replies came for different kinds of films for question
1, There were no replies for horror and classical films. While 9 replies came for
The learners were also asked about their aims for watching films and particularly
watching movies in that class. A total of 16 replies came for this closed ended question.
One of the replies was that the learner hasnt watched an English film before thats why
he wanted to take the class. 2 of the replies were about the target culture the learners
wanted to know about the target culture through English films. 10 of the replies came for
improving their listening comprehension while 2 replies came for improving slangs and
The learners were also asked about the distribution of class time for different activities.
The questionnaire helped the researcher to select the material according to the
educational level and taste of the learners so that the learners might not be bored and lose
47
4.3 LISTENING TESTS DURING THE EXPERIMENT
To judge the effectiveness of the classroom teaching and the progress of the learners
listening comprehension tests (Appendix D1 to D4) were conducted at the end of each
film. The tests were conducted in the film clips the learners had already been taught.
There were three questions in the tests the first question was a true false question. The
learners had to watch a movie clip and then they had to ide ntify the statements as true or
false. The second q uestion was filling in the blanks question and the third q uestion was
Graph 4.3 The statistical representation of the obtained marks percentage, at the
48
The average score in each film is 86.25% which means that the performance of the
learners in the tests was very good. The reason was they were expos ed to the listening
texts be fore they had the background knowledge for the listening texts used in the tests.
Secondly most of the vocabulary used in the listening texts were also been delivered to
them. Thirdly, the pronunciations of certain words were also highlighted to them. Finally
there was confidence on part of the learners that the text which was to be used was
familiar to them. These were the factors that contributed to good results of the learners.
4.4 POST-TEST
At the conclusion of teaching the clips from all the four English Movies, a Post-test
(Appe ndix E) just like the Pretest (Appendix A) was conducted. Like the Pretest there
were six questions in the post-test (Appe ndix E). The first question was a true-false
question. The learners had to watch a video clip from a movie and then they had to
identify the statements in the first question either as true or false. For the second question
the learners had to watch a movie clip and then they had to identify a set of words they
didnt heard in the movie clip. The third question was a multiple choice question.
Question four and five were filling in the blanks questions. The last question consisted of
Before playing the movie clips the learners were given two minutes for each question to
be read first. Then the clips were played one by one. They were also told that, like the
49
pretest, which they would have to watch the clips only for one time. Therefor e they must
The mean score of the post-test (Appe ndix E) result was calculated to be 6.51 and the
Standard Deviation was found to be 1.99 which is not higher but normal. It shows that
there is a decrease in the individual differences of the learners and the learners listening
Table 4.2
N 12
Mean 6.51
Standard D eviation 1.99
Variance 3.96
Range 6
Minimum Marks Obtained 25
Maximum Marks Obtained 31
50
4.4.1 Question-Wise Result of Post-test
There were six questions in the Post-test (Appe ndix E). The marks of each question of the
whole class were calculated. The obtained marks percentage for the first question was
79%, for question two and three was 61% and 87%, for question four and five 80% and
77% while for question six the total percentage of marks was 85%.
4.5 INTERVIEWS
Open ended interviews were conducted at the end of the whole expe riment. The learners
were asked different questions regarding the whole project, their learning experiences and
51
4.5.1 Motivation
As to the reason why most of the learners believe that English learning through video
English learning through video playing and sound helps the learners understand
The sound and video in films are funny and make the learners less anxious while
learning English.
The above two statements are true when the learners are provided with meaningful
authentic learning materials, and the material is understandable and learnable. The
learners motivation is then activated and enhanced and they can mentally follow the
story which results in high motivation for learning. Thats why the following learners
S5: Learning through movies gives me confidence and I have the feeling that I
52
Videos help the learners to motivate the learners to learn more.
Videos can improve the listening comprehe nsion of the learners in a be tter way than the
audio tapes. The learners were experimentally tested. An audio was played, the learners
were then asked to write what they had listened to. Then the same audio was played again
but this time with the video and then they were asked to write dow n what they had
watched and listened to. It was strange enough the result was be tter than the pr evious
one. When they were asked about this the following learners replied thus:
S1: I didnt know what speakers were taking about only through sounds but if
S9: When the teacher explains the audio clips then I can understand the audio clip
S12: The actors speak very rapidly therefore it creates a lot of problems for me for
53
S10: The teacher should play the whole movie in the class so that we can
S11: For the tests one time listening is not sufficient, the clips must be played
S12 said that he had problems with the fast natural speech, Brown (1985, p. 2) says that
learners who are exposed to taped courses designed for the purpose of language teaching
when face an authentic environment are then a failure, because a native speaker is not
going to reform his speech. The listener has to be in the speakers shoe to understand
The Whole Movie Approach was not adapted in the class because if the whole movie
had be en played there would have been no teaching or learning but only enjoying the
story and the real purpose would have been lost. Therefore Single Scene Approach was
The movie clips were played only for once during the tests because in actual environment
the listeners are not supposed to listen to a single statement more than once (Ur, 2005,
1984). That is why the clips were not played more than once during the tests.
The clips were not played with subtitles because the class was intended for improving the
listening comprehension skills and not the reading comprehension skills of the learners.
54
Although the instructor used subtitles for the scenes where the speech was fast and
connected.
As ment ioned earlier, before the start of the experimental class a Pretest (Appe ndix A)
was conducted of the learners and the data was recorded. Then lessons were planned on
short clips of 2 to 5 minutes from English movies for 12 weeks. It was very important to
To measure the level of improvement, the results of Pretest (Appendix A) and Pos t-test
(Appendix E) were compared and the differences were noted and analyzed. Firstly the
total marks of the Pretest (Appendix A) and the pos t-test (Appe ndix E) obtained by the
In the Pretest (Appendix A) 198 out of 420 marks were obtained by the whole class
which makes 47% of the total marks. After teaching for 12 weeks when the post-test
(Appendix E) was conducted the result came to be 322 out of 420 which makes 77% of
55
If the result of the post-test (Appe ndix E) is subtracted from the result of the Pretest
(Appendix A) the result comes to be 124. It means that there is an increase of 30% in the
total marks, which shows a very good p rogress on part of the learners.
The result shows that there is a cons ide rably good improvement in the results of the
56
The learners-wise result of the pretest and the post-test is shown in the following graph.
As mentioned earlier that a considerable improvement in the over all performance of the
learners was noted. It was felt necessary to compare the question wise progress of the
learners as well.
The following graph shows the progress in each question by the whole class at the
57
Graph 4.8 Question wise comparison of Pretest and Post-test
It is evident from the graph that there is a considerable progress not only in the over all
perfor mance of the learners but there is progress in ind ividual questions as well.
Before presenting an English Movie in the EFL classroom the language instructor should
have a clear goal in mind, that what particular language skill the instructor wants to teach
in the EFL classroom. This will make the instructor able to construct activities for his
students accordingly.
58
The goals of the language instructor in this experimental class were clear; he wanted to
focus only on improving the listening comprehension skills of his students therefore all
the activities that the instructor designed were based on the tasks intended for improving
It were the clear goals that lead to a successful learning environment during the
experimental class otherwise if only the videos were played in the classroom then there
4.7.2 Repetition
It has commonly been observed that the subjects or topics that are taught in a classroom
are repeated are mastered by the learners easily. It is the benefit of the use of DVD
featured English movies that it can be played again and again very easily. It can be
stude nts for self study. It allows the learners to see facial expressions and bod y language
At first when the learners were expo sed to the English movies they were reluctant that
how can they cope with the language of English movies but when the researcher de signed
his lesson plans he had kept this thing in his mind therefore the researcher constructed
59
activities where the same clips were played for three times and after and before each
viewing the learners were given activities. This gave the learners confidence.
Befor e presenting a video clip the instructor always told about the story in the movie that
the instructor had skipped or would present a preview of the movie at the introduction of
a new movie as mentioned in chapter III. This would give the learners a background of
S9: Repetition gives me confidence and I can understand very well when the clips
S4: Movie previews give me clear thoughts that what we are going to watch in the
movie.
As a result, repetition makes the students reinforce the comprehension on part of the
learners.
4.7.3 Subtitles
Subtitles refer to the text that appears on the screen. The learners are able to see the text
as well as hear the text at the same time. The new DVD technology has the options for
60
Both the intermediate and low level learners have problems with the rapid connected
speech of the native speaker presented to them in form of authentic contents like videos
or movies. Subtitles give the learners a chance to read along with the videos which
Subtitles are good for the self practice of the learners at home. If they feel any kind of
problem with pronunciation they can play the video with subtitles. After frequent practice
the learners then feel confidence as they are accustomed to the language of the native
Through out the whole experiment the researcher had obs erved the class and through the
observation of the class the researcher came to the conclusion that learners like to learn
through films instead of ready made materials designed for the purpose of teaching,
although the learners proficiency in English was found not to be good enough to
understand the films by themselves without the help o f the teacher. The vocabulary of the
films was found not to be that much difficult but it was its pronunciation that created
problems for them. The lack of aural input makes them forget even the vocabulary they
knew. The researcher has to pay attention to the speed of the speech used for the purpose
of teaching to let the learners feel easy when they watch films.
61
Canning-Wilson (2002) says that films allow the learners to see body rhythm and speech
rhythm in second language discourse through the use of authentic language and speed of
speech in various situations. However, in the authentic materials, the language that the
actor is using is very fast so that sometimes the learners cannot understand what the actor
is saying. The learners have to depend on the video to guess the correct meaning. The
instructor should play the video more than once to make the learners unde rstand in a
better way. Otherwise the teacher must play only the audio and focus the learners on
To sum up, the study shows that English movies are a good source to be utilized for not
only improving the listening comprehension skills of the learners but it can be used for
improving other language skills as well. The experimental class was aimed at mainly on
improving the listening comprehension of the EFL learners. The researcher found out that
it gave a very good speaking practice at the same time. The researchers also found that
the pronunciation of the learners was also improved by listening to different words from
62
CHAPTER V
CONCLUSION
After 12 weeks of the teaching experiment, the purposes of investigation whether English
movies can be used for developing listening skills of EFL learners, and what to extent can
the material improve the listening comprehension of the learners and can English movies
In this chapter, the findings, the advantages, disadvantages and barriers of using English
movies for the purpose of language teaching and suggestions for further studies are
concluded.
5.1 FINDINGS
After 12 weeks of teaching through English Movies the researcher found out that English
movies can be used in an effective way for developing listening skills of EFL learners.
The researcher also found that the material can improve the listening comprehension
As the result of the experimental class shows that there is an increase of 30% of
improvement in the progress of the EFL learners in 12 weeks. The interviews of the
learners indicate that English movies can motivate and give confidence to the learners to
learn English.
63
The researcher also found out that the same material can be used for developing
vocabulary of the learners and the same material can be used for developing other
5.2 ADVANTAGES
Satterwitte & Oslen (2007, p. 80) say that 80 to 90 percent of communication is non
verbal. It may be said that video is the best means of demonstrating native speakers
natural fluent communication and their natural behavior in the process of communication.
Learners can not only hear how native speake rs speak, they can obs erve and learn how
they behave when speaking. Their body movements give clues as to meaning, so do the
clothes they wear, the ir location. This naturally makes video irreplaceable for teaching
It was observed in the class experiment that most of the students could get the gist of the
clip presented to them in the classroom although most of the learners were unable to
comprehend the speech of the actors at first listening b ut they were getting the gist of the
action through their bod y gestures and facial expression of the actors.
Video materials play a crucial role in a language classroom. Using videos stimulate
improving listening skills as it provide much additional information. The first one is the
64
visibility. Video allows the learners to analyze the pictures on the screen in order to learn
Among other advantages of using videos are: authenticity, motivation, engaging the
practice their language skills and acquire the target culture. Authentic videos make the
CLASSROOM
In spite of a variety of adva ntages of using authentic videos like English movies for
language teaching in the EFL classroom there is danger in using it. The students may
that the learners may pay more attention to what they can see and less attention to what
The language instructor must be very careful in choosing movies for his class. The
movies where there are frequent sex scenes or vulgar phrases like, son of bitch, fuck
you, asshole etc. are used must be avoided otherwise the result will be disastrous.
5.4 DISADVANTAGES
65
There are some disadvantages when using English movies in the EFL classroom. In the
first place, the teacher needs to prepare equipments facilities well ahead. When students
learn English with the aid of video, students needs to see the films. The entire movie is
too long for one class required therefore the teacher has to cut parts of the movies. The
instructor has to go through the whole film first and then cut the app ropriate clips and
then design lesson plans and work sheets which requires a lot of time. A DVD player and
TV set or a computer with good quality speakers or multimedia projector is required for
the class.
5.5 BARRIERS
There are some barriers when using movies in the language classroo m. First of all, the
lower levels of stude nts abilities were the main ba rrier of this study. Although they were
adult learners and their speaking was not that bad but they were not expos ed to authentic
videos before, that was the reason that they faced a lot of problems in the beginning.
It is hard to find authentic materials that match the level of the learners. Materials that are
too easy or too difficult for students are not suitable; however, there are no materials that
really corresponded to the students abilities. The instructor himself should make a
Lastly, the lack of control over the speech of the natives is the biggest barrier that the
teachers need to overcome. Since the authentic material presents real life, the speech rate
66
of the speaker cannot be slowed down. Therefore the instructor had to play the videos
5.6 SUGGESTIONS
On the basis of the study the following suggestions are proposed for language teachers,
teaching material before they make their way into the classroom is needed.
The instructor should spread his treatment of a video segment over several
class periods.
rather than just an afterthought or a change of pace from nor mal routine.
Create a whole class lesson plan that uses three to five minutes of video for
Make sure the students are comfortable with the vocabulary and the tasks.
67
Create a non-threatening environment for incorrect speaking or answers via
activities such as guessing content from the images or predicting the content
of next segment.
Maintain a good sense of humor, even in the face of technical slip ups.
68
REFERENCES
Brandt, S. (2005). Can Brat, Monika, Malcolm & Jerry Help English Language
http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&L
ev1=pub_c06_07&Lev2=c05_brandt
Baltova, I. (1994) " Impact of video on the comprehension skills of core French
Classroom: The Internet TESL Journal. Retrieved on April 14, 2009 from
http://iteslj.org/articles/canning-video.html
Field, J. (2000). Finding ones way in the fog: listening strategies and second-
King, J. (2002). Using DVD Feature Films in the EFL Classroom: The Weekly
http://www.eltnewsletter.com/back/February2002/art882002.htm
http://www.ierg.net/confs/2004/Proceedings/Kusumarasdyati.pdf
69
Peterson, E & Coltrane, B. (December 2003) Culture in Second Language
http://www.cal.org/resources/Digest/digest_pdfs/0309peterson.pdf
Stempleski, S. & Tomalin, B. (1990). Video in action. Recipes for using video in
http://dialnet.unirioja.es/servlet/fichero_articulo?articulo=2371555&orden=88833
http://www.cal.org/caela/esl_resources/digests/LISTENQA.html
Walker, C. (1999). Teachers Guide to Using Film & TV. London: Pearson
Education
70
Appendix A
PRETEST
Name of the Candidate: _________________
Task 1
Comprehension Questions
Are the following sentences true or false?
1. The people will be dispersed if their leader is struck. T F
2. The king orders to send assassins to kill Wallace. T F
3. Wallace cannot smell an ambush. T F
4. Wallace didnt trust the queen. T F
5. The king sends his son to W allace with the notion that he comes in peace.
T F
6. The prince would be very happy if the queen is killed. T F
Task 2
Identify the Eight words which you didnt hear in the video clip
consciously,
Prevail, destitution
71
Task 3
a) 2 b) 3 c) 4 d) many
boxer
4. (Wife) Mercy if you aint work were not gonna be able to pay the _____ or the
grocers
5. What does the wife mean by the statement I think we pack the kids.
Ans:
72
Task 4
(Darcy) you danced with the only ha ndsome girl in the roo m.
Task 5
1. (Hayley) You justnt ______ _______ the man thats looking for ________ over
the internet.
2. (Jeff) you work as a _______ you would find it very _______ that peoples faces
lie.
Task 6
73
Answer the following questions in the shortest possible way.
Ans:
Ans:
Ans:
Ans:
74
Appendix B
Personal Information
Age: 15-20
21-25
26-30
31-35
36-41 years
Highest Qualification:
SSC
HSSC
BA/BSc
BS/MA
MS/MPhil
Other: ______
FILM SURVEY
1. What kind o f movies do you generally p refer? (You can pick more than one)
a. classics (1920s-1950s)
b. Comedy
c. Drama
75
d. Romance
e. Action/adventure
f. Horror/Terror
g. Mystery/Suspe nse
h. Psychological
i. Other: __________
3. Name three movies that you really enjoyed. For each, give one reason why you
4. Name an actor/actress that you really like. Why do you like this person?
a. Actor/Actress
b. The director
76
c. Stor y
d. Country
g. Other: _______
g. other: ____________
7. What percentage of Class time would you like to spend on each of the following?
f. _____ Other:_________
77
Appendix C
Today, we are going to watch some movie previews. As you listen, take
Title:
Genre:
Characters:
Setting:
Plot:
78
Appendix D1
POST MOVIES TEST
PRIDE AND PREJUDICE
Q1: Fill in the blanks.
ii. (Wickham) How long has Mr. Darsy been a ______ there?
iii. (Wickham) I have been _______ with his family since infancy.
ii. Bingley was dancing with the only beautiful girl in the hall. T F
Q3: Ans wer the following questions in the shortest pos sible way.
i. Why Mr. Collins wants to have private audience with Miss Elizabeth?
ii. What does she requests her sister and father when they are leaving?
iv. What does Mr. Collins reply when Miss Elizabeth refuses his proposal?
79
Appendix D2
POST MOVIES TEST
BRAVE HEART
Q1: Fill in the blanks.
ii. (lady) I understand you have recently been given the ____ of a knight.
iii. (man) that royal cousins hanged women and children from the city ____.
iv. (man) You see if his eyes can _____ you of the truth.
Q3: Ans wer the following questions in the shortest pos sible way.
iii. What does the young Bruce think about lands, titles and power?
80
Appendix D3
POST MOVIES TEST
TITANIC
Q1: Fill in the blanks.
ii. (girl) dont _____ t o tell me what Ill & what I will and what will not do.
iv. (boy) to tell you the truth Im ______ about the water so cold.
v. (boy) I remember when I was a kid me and my father went ice ______.
Q3: Ans wer the following questions in the shortest pos sible way.
81
Appendix D4
POST MOVIES TEST
THE PEARL
Q1: Fill in the blanks.
Q3: Ans wer the following questions in the shortest possible way.
82
Appendix E
POSTTEST
Name of the Candidate: _________________
Task 1
Comprehension Questions
3. Main force of the kings army will come from Edinbur gh. T F
Task 2
Identify the Eight words which you didnt hear in the video clip
83
Task 3
poetry
5. What doe s the do nke y mean by the statement Shreks ugly 24-7?
Ans:
84
Task 4
_________.
Task 5
85
Task 6
Answer the following questions in the shortest possible way.
Ans:
Ans:
Ans:
Ans:
86
Appendix G Posttest Result of the EFL Class
87
Appendix F Pretest Result of the EFL Class
88