论英语字幕电影在英语课堂中的运用(编辑修改稿)

论英语字幕电影在英语课堂中的运用(编辑修改稿)内容摘要：

ncrease Literary Skill”. English Journal 1(20xx): 4045. [13] Watson, Gee. Teacher Smart! 125 Tested Techniques for Classroom 8 Management and Control. West Nyack: JosseyBass, 20xx. [14] 戴劲 . “影视字幕与外语教学 ” ,外语电化教学 . 6(20xx):1922. [15] 胡素芬 . “On Teaching NonEnglish Majors Listerning and Speaking Through Videos” 中国期刊网， 20xx： 34. [16] 李霄鹏 . “Teaching with Video in a Listening /Conversation Class”, 中国科学教育 . 3(20xx): 94 [17] 刘丽娟 . “Teaching and Learning English Through Videos” 中国期刊网， 20xx：714. [18] 苏秀玲 . “English Movie and English Study”, 福建省外国语文学会 20xx 年会论文集 福建 ： 福建教育出版社 ， 20xx. [19] 陶爱霞 .“英文电影的教学现状及思考 ”,銅 陵学院学报 . 4(20xx):121122. [20] 中华人民共和国教育部制定 .《全日制义务教育普通高级中学英语课程标准》，北京：北京师范大学出版社 , 20xx. 9 Literature Review — The Use of English Subtitled Films in EFL Class 论 英语字幕电影在英语课堂中的运用 In this thesis, I will study the use of English subtitled films in EFL class. To that end, it is necessary to conduct a review of the relevant literature on the English subtitled films and English study. I’ll start with the analysis of the current English curriculum to express the necessity of the use of English subtitled films, going on to researches into the advantages of English subtitled films and conclude with the obstacles of them. 1. The Necessity of English Subtitled Films English subtitled films are original films with English or Chinese subtitles printed on screen which are widely used in the educational area. Since 20xx, English revolution has begun around the world, which made most Chinese educators concentrate on the revolution of teaching method, that is how to make EFL classroom more attractive and interesting, and studentcenter can be implemented, while teachers are facilitator not conductor. The current English curriculum emphasize on qualityoriented education, English should be a municational tool in actual environment. According to New Standard of English Curriculum(20xx) 4, the whole goal of the curriculum is to cultivate students’ prehensive language skills which are based on the development of language skills, language knowledge, sensibility attitude, learning strategy and culture awareness. English learning should be modernized, linking scientific theories with practice in real life to strengthen teaching practice, cultivating students’ interest to learn English. Teachers should try to find ways to improve their teaching, however, relying on the text books, pictures, cards, radios only can not plete their goals. The grammar in textbooks is fixed, students just can use these sentence patterns to municate。 the pictures and cards are lovely but not truthful, they won’t happen in real life。 The 4 北京：北京师范大学， 20xx， pp11. 10 English speaking through radios is so correct that students can’t say frequently and confidently. They often think whether the things they want to say is accurate or not. Nowadays, more and more schools choose to equip multimedia. Because of variation in content, authentic environment, native pronunciation and colorful cultures, English subtitled films can arouse students’ interest and they play a vital role in pleting the whole goal of new standard. Educators also agree that students are generally receptive to films and look forward to watching them. According to a large survey by the Corporation for Public Broadcasting (19961997), the two most mon reasons teachers give for using learning styles of students and their multiple intelligences. With students immersed in a multimedia culture, they need to learn visual literacy, particularly if film, TV, and the Inter are going to be their main sources of information. Because media has bee such a significant part of students’ lives, the wise educator does not ignore the popularity of film and instead learns how to use it. While there is a proven link between learning and video, the best practices for incorporating in into the classroom are not as clear. The best way to incorporate essential media literacy in schools is to include it in courses that already exist, for practical considerations, including teaching training, budgetary restrictions, and time constraints, must be considered when integrating film in the classroom. Professors David Brodwell and Kristin Thompson thought in the English classroom, films provide an opportunity for students to engage in critical thinking activities such as discussion about printed texts because film is an immediate and shared experience—everyone sees it together and almost everyone has an opinion, an analysis, or an interpretation. 2. The Advantages of English Subtitle Films First, films can arouse students’ interest to learn English. Teachers should poster the learner to learn language as an interest and appreciation. Films can provide motivating materials to both students and teachers. The materials that films pro vide are watching a film, students not only listen to the characters’ speech but also watch 11 their movements, beautiful heroines and handsome heroes, appreciate beautiful scenery and listen to pleasant songs and fluent dialogues. These can really motivate students’ initiative and enable them to learn in a relaxing and cheerful atmosphere (Liu Lijuan 714). Films show reallife situations in which characters speak their own language. Daijin thought that language input has a dual role. One is to help learners improve their language prehension, and the other is to help students improve their language As we know, the language in a book students usually learn has been polished again and again by the writer, and even the munication in it is polished. As a result, students only adopt to the circumstances e into being in books, when hearing foreigners speak,。