| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 101 === The present study was aimed at discovering the effectiveness and efficiency of introducing the English language, literature, and culture to students by using a movie of Charles Dickens’ A Christmas Carol. The participants were high school students in Taiwan, and the teaching time was two hours. The first part of the study analyzes the theories and teaching methods of film's application to language teaching. The second part of the study analyzes the literary and culture features of A Christmas Carol and its application of these features.
The first chapter is an introduction to the motivation and challenges of English teaching in Taiwanese EFL high schools. This chapter also discusses the importance of literature and culture in language teaching as well how literature and culture helps learners grow holistically. The organization and the significance of this study is also stated.
The second chapter states the pedagogical advantages of using films to teach language, literature, and culture. The film viewing activities, features of novels and films, and the issues involving the application of teaching Victorian novels and their film equivalent are also discussed in this chapter.
In chapter three, the teachable elements of A Christmas Carol are analyzed. The literary analysis includes the history of Christmas, the influences of the Victorian Age on Christmas, and the influences of Charles Dickens’ A Christmas Carol.
The fourth chapter states the subjects and the settings of education, the procedure, instruments, data collection process and analysis, materials, and the pilot study. The participants were high school second-graders from two intact classes. The experimental group received the instruction and viewed a film adaptation of A Christmas Carol, while the control group read a simplified version of the original novel, which was close the film script. The two groups received the same pre-instructional questionnaire, instruction to the literary work, and the post-viewing tests, including a vocabulary dictation test, a quote-identifying test, and comprehension questions. Also, the post-instructional questionnaire was used for both groups. The data collected was analyzed, and a qualitative analysis was also conducted.
In the fifth chapter, the result of the research is stated. Most participants improved in their responses to their attitudes and interests in learning the language, literature and culture. With a closer analysis of their answers to the test questions, the film-viewers had significant improvement in both their attitudes toward the learning of the language, literature, and culture as well as their understanding of A Christmas Carol. The control group, however, showed no significant improvement in their attitudes. The research also indicated that using the film adaptation of the literary work was effective and efficient in introducing the language, literature, and culture within two hours. Also the result indicated that teachers should provide learners with both written and spoken language input to train the learners’ four language skills.
In the last chapter, the major findings of the research are concluded, as well as the limitations of the study, pedagogical implications, and suggestions for future studies.
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