Study on English Movies in Cultural Teaching in Middle Schools---开题报告

People have created the millions of movies since movie was invented 105 years ago.The movie is one of the greatest inventions in human history. The impact of the movie on human culture is even more than the printing. The movie is also known as "th7th  art" which is a combination of drama, literature, painting, music and so on. It can improve the person's artistic accomplishment. At the same time, the movie can promotethe development of imagination and creativity.

    The movie has been used over 50 years in foreign countries. It originated from England in1930. In 1956, the movie was applied in language teaching by the modern language association. At the end of 20's century, the movie was applied in the second language teaching by Tuffs and Tudor. At present, teaching with moviesin China is still in  the initial stage. According to the analysis of core periodical from 1979 to 2012 of CNKI, most researchers are keen on the study of the advantages and disadvantages, the theoretical foundation and the solutions to the problems of the movie in language teaching.

Blakelv (1984) proposed that the students will have a deeper understanding of the cultural background and language related to the film. Carr & Duncan (1987) claims that there is a purpose to watch English movies, and put forward a plan in the classroom teaching of a film, especially a certain fragment, than no purpose to watch the whole film effect is better. Stempleski&Tomalin (1990) claims that the film has a great value of education, is the epitome of social life, is a very good way to experience the social life of the students. According to the film design a series of teaching activities are conducive to the development of students' imagination and the language skills of the development. Stoller (1992) claims that the film is developed into a specific language module to facilitate the development of language skills.

Donely (2000) believes that the school should set up a film course, can stimulate students' learning motivation, to promote a full film in a week, especially when the students' attention is not good, film teaching is a good choice. Vetrie (2004) proposed that the whole film has great educational value in literature teaching, which should be used in the classroom teaching as a literary material. Shihara&Chi (2004) that the film is applied to classroom teaching is conducive to the development of students' language ability, especially the importance of the film in the students' listening and speaking practice, greatly improving the students' listening, speaking of the level.

From foreign studies can be seen, some scholars advocate to watch movie clips, think through the film clips for teaching design than through the whole film has advantages, and even some scholars advocate the film clips to further narrow into short and exciting for teaching. Some scholars claim to watch the whole film, not only to explore the advantages of the whole film in teaching literature, but also pay attention to the advantages of the film in the language of training learners. I think we should watch the whole film, the content of the film to grasp, and then watch the classic fragments, as a resource design effective English teaching.

Most researchers have studied the feasibility of teaching with movies, advantages and disadvantages of movies in language teaching. Xing Zhiling pointed out that "compared with any other kind of teaching aid, the movie has quite a unique advantage in introducing foreign cultures. Movies could show the actual situation of a town, a city, a country and the real culture, such as: geographic features, national customs, citizen characteristics and so on." (2005:26)

    According to Wang Chaoying, she points out that the characteristic of movies can not only improve the listening and speaking of students, but also enhance the consciousness of cross-culture by showing the culture and custom. 

By contrast, students usually say, "I am not quite ready". In the appreciation of the movie, students will learn how to express and how to communicate with others correctly.,Tiang Yu xiu made a conclusion that: the  English movie,  as an audio; visual teaching resource, has characteristics of text captions, speech, image and so on. Movies can improve the ability of students' expression and cultural cognition, make up for the lack of training scene, widen the student thought, and edify the sentiment. (2006)

Zhao Xiu hua points out that teach运g with English movies is the newest "communication methods" which includes nonverbal communication and language communication. Students can not only be personally on the scene, but also understand the feelings and moods of the characters in the movie. Only in this way, can the intercultural communication ability of English learners be improved radically. (2002)

Most of researchers think that three stages can be divided in the whole class. They are pre-watching, while-watching and post-watching. Some strategies can be used in these stages, such as: answering questions, fill in the blanks, role playing, character analysis, group debating, dialogue reciting and dub imitation.

Long Qian hong proposed that teachers should know how to choose the right movie according to the teaching purpose and they should made well-preparation before class, such as: checking the equipment, collecting the reference. When watching the movie, students should be taught how to understand the plot, the content of the movie, and how to appreciate the movie. (2003)

    Liu Ling yan made the summary that: when students watch a movie, new words and expressions are being mastered because they need to understand the meaning of the movie. In addition, movies have some poetic expressions,  and they are full of philosophy's motes. Therefore, reading or reciting should be the common approaches adopted by teachers to strengthen the sense of English culture, improve the ability of thinking in English and language competence of the student. (2008)

The outline of the paper

1.Introduction

1.1.Research Background 

1.2.Research Object

2  The Movie- Input Model in Cultural Teaching  

2.1 The Movie- Input Model 27 

2.2 Process of the Movie-Input Model in Cultural Teaching 

2.3 Process of the Traditional Text-Based Cultural Teaching 

2.4 Comparision between the Movie-Input Model in Cultural Teaching and the Traditional Text-Based Cultural Teaching 31 

2.5 Methods of Using the Movie-Input Model in Cultural Teaching 

3 Problems in Carrying out the Movie- Input Model in Cultural Teaching 

3.1 Lack Teaching Materials 34 

3.2 The Heavy Workload of Teachers 34 

3.3 The Heavy Pressure of Entering a Higher School 

3.4 The Limitation of the Knowledge of Teachers 

3.5 The Cultural Teaching Climate

4.Conclusion

三、参考文献

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