• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.98-105
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• 2022

This study's purpose is to suggest a pedagogical method based on using animated movie in liberal arts English classes and to examine the direction that using animated movie as learning material should take. To this end, in this study, the content understanding and expression concentration stages using animated movie are presented. After students learned in class through animated movie, two tests were conducted to investigate the change in learners' acquisition of English expressions. As a result, subjects' learning of English expressions showed a significant improvement over time. An open-ended questionnaire was also conducted to ascertain learners' satisfaction level and their perceptions of classes using animated movie, with learners' satisfaction found to be high overall (77.1%). Students identified the reasons for their high satisfaction rate as the following: "fun and a touching story", "beneficial composition of textbooks", "efficient teaching methods", "sympathetic topics", and "appropriate difficulty". When using video media in class, instructors should maximize and leverage the advantages of video media, which are rich both in context and in their linguistic aspects.

• 문화기술의 융합
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• 제7권4호
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• pp.267-272
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• 2021

본 연구는 코로나 사태로 인한 비대면 교양 영어 수업에서 영화 대본 소리 내어 읽기가 유학생들의 영어 능력에 미치는 영향을 알아보는 것을 목적으로 한다. 서울 소재 대학에 다니는 유학생 47명을 대상으로 일주일에 한 번, 15주간, 애니메이션 라푼젤(Tangled)을 이용하여 교양 영어 수업을 진행하였다. 교사의 동영상 수업과 영화 대본 소리 내어 읽기 활동을 격주로 진행하였다. 교사는 쉬운 한국어로 영화 대사의 어휘 설명 및 해석으로 동영상을 제작하여 학습 관리 시스템(LMS)에 게시하였다. 학생들은 소리 내어 읽기 활동은 줌을 통해 교사의 도움을 받으며 개인별 및 조별 소리 내어 읽기를 하였다. 사후 평가에서 사전 평가 대비 읽기와 쓰기 영역 모두에서 유의미한 향상을 보여주었다. 설문에서는 이해도, 만족도, 흥미도, 추천도의 정의적 측면에서 긍정적인 결과가 나타났다.

• 비교문화연구
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• 제39권
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• pp.407-432
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• 2015

This study focuses on the flow of story and content or related context when using movies as learning materials in a class. A great advantage of using movies is that they have a consistent story and detailed content development. Most teachers, however, tend to concentrate on practical expressions totally unrelated to the story or context of the movie they are using. This way might be efficient in the short run but it is certain that the expressions are unlikely to be retained in long-term memory. This study examines how a story-centered class influences learning of practical expressions and how efficient this approach to learning is. Learning and teaching with focus only on the expressions in a movie shades the meaning of the use of the movie a little. In this study the movie, Cars 2, was used in a course of general education with 150 students enrolled. Various group activities were suggested to immerse students into the story and contents of Cars 2. It was found that a story-centered class is helpful for students to acquire practical expressions and that students' satisfaction level with the class was high.

• 한국콘텐츠학회논문지
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• 제21권6호
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• pp.779-790
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• 2021

영화리터러시는 영화를 구성하고 있는 요소에 대한 이해와 영화 내용에 대한 이해, 그리고 비판적이고 창의적인 사고과정을 통해 새롭게 창작을 하는 과정을 포함한다. 영화리터러시를 글쓰기, 과학, 사회, 지리 등 교과에 적용하거나 인문학적인 소양 기르기, 비판적 사고 능력함양 등에 활용되고 있으나, 영화에서 대사가 차지하고 있는 큰 비중을 고려해보면, 영화 속 영어 대사를 이용한 리터러시 교육이 의외로 적다는 것을 알 수 있다. 영화 영어는 실제적이고 진정성 있는 자료로 우리나라와 같은 EFL 환경에서는 영어 학습 교재로 매우 적합하다. 그러나 영화를 이용한 교수학습 방법은 영화 내용과 장르별로 달라지기 때문에, 교사가 수업을 구성하고 준비하는 데 어려움을 겪는다. 본 논문에서는, 영화를 이용한 영어교실에 공통으로 적용해볼 수 있는 수업 활동을 분석, 문화, 창의 영역으로 나누어 총 6가지를 제안하였고, 이를 대학교 교양 영어 수업에서 405명을 대상으로 실시한 후 설문 조사를 통해 선호도를 알아보기 위해 빈도분석을 하였다. 그 결과 학생들이 가장 선호한 활동은 문화, 분석, 창의 순으로 나타났으며 영어 수업을 벗어나는 창의적 활동이나 교수자가 일방적으로 제공하는 추가 자료는 학습자에게 부담을 줄 수 있다는 사실을 인지하고 지도해야 한다.

• 한국융합학회논문지
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• 제9권6호
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• pp.217-224
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• 2018

본 연구의 목적은 2016년 개봉된 영화 <데드풀>의 유머 중 풍자유머의 번역특성을 분석, 고찰하는 것이다. 풍자유머는 말하고자 하는 무엇을 다른 것에 빗대어 재치 있는 웃음을 유발하는 문학적 기교이므로 이를 번역한다는 것은 번역가에게 큰 난관이 아닐 수 없다. 이에 본고는 영화 속 유머번역을 확인, 검토하고 각각의 유머범주에서 풍자유머를 분리하여 분석방법에서 제시한 4가지 기본전략을 바탕으로 풍자유머의 빈도수와 그에 따른 양상을 배경으로 현대 풍자유머의 번역트렌드를 고찰해 보았다. 연구 결과 대부분의 풍자유머는 대부분 글자그대로 (Literal Translation) 번역되었으며, 이와 다른 전략을 사용했다하더라도 출발텍스트(ST)를 보존하고자 하는 경향이 두드러진 것으로 나타났다. 본 연구의 결과는 향후 사회, 문화, 정치 등의 융합적 관점에서 효과적인 풍자번역 전략을 도출해내는데 있어 기본 자료가 될 것으로 기대된다.

• International Journal of Contents
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• 제9권4호
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• pp.45-51
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• 2013

The purpose of this paper is to analyze educational theories and practices represented in the movie Dangerous Minds. This paper begins by giving the overview of the movie. Then this paper makes an analysis of the pedagogical methods and practices used by the teacher in the movie, which can encourage students to fulfill their academic success and social mobility. The lives of students at risk are transformed through the teacher's beliefs and pedagogical practices based on the constructivism, leading students on a path of selfdiscovery and self-empowerment. What is imperative in the students' lives here is their intrinsic motivation and self-efficacy toward the self and their educational system. By providing constructivist pedagogical paradigms and viewing these media texts within the context of an urban school, this paper intends to introduce educational theories and methods which can create better educational environment for students. In short, this study explores teaching theories and methods represented in the movie based on the constructivist perspectives, which are supposed to fully cultivate the potential of students.

• International Journal of Advanced Culture Technology
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• 제8권4호
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• pp.177-182
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• 2020

In the age of technology and information, communicating with people from different cultures is significantly important. Regarding this perspective, communicative competence has been the focus in the EFL educational context. The purpose of this study is to investigate the effectiveness of using movies in a culture-integrated English reading course at the college level. In order to achieve this purpose, pre- and post-reading comprehension tests, pre- and post-surveys and in-depth interviews were conducted. The results of data analysis showed that using movies in the culture-integrated English reading class positively affected students' interest and confidence towards English reading as well as their reading achievement. In this respect, we suggest that cultural teaching through movies in English classes should be learner-centered so that learners can proactively analyze and understand different cultural backgrounds shown in the movies and build schemas which can be used in their learning process.

• 영미문화
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• 제18권2호
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• pp.1-26
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• 2018

This paper aims to examine the performativity of street politics through Suffragette. The movie exposes the bloody violence of Britain government and shows the militant suffragettes and their resistance against it. It also deals with history and 'story'of labor class suffragettes for political rights. The paper shows how the movie is re-born as an indexical art and the street politics makes the plural performativity. Most of all, it reads the difference between the government's violence wielded as a power to suppress the suffragettes and bring them to their knees, and the suffragettes's violence having the resistant and emancipated revolution. We can realize that the suffragettes used the mode of visibility to expose its incompetence and make their emancipated violence into the indexical force. And we can see the variations of street politics from the acts of Davison, Maud, and Violet.

• 패션비즈니스
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• 제3권2호
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• pp.59-66
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• 1999

The purpose of this thesis is to review the costume and symbolism of the English novelist Jane Austen's novel "Emma" which was produced as a movie in 1996. The novel "Emma" 's periodical background is from 1814 to 1815 in neo-classical age of costume. The English woman's costumes in 1810 were high-waisted empire style dress and redingote, pelisse, spencer jacket for going out. Man's costumes were frock coat, tail coat, shirts, vest and bottoms were breeches, pantaloons and trousers. In this literature, Harriet's naive and immature image was shown in the name of 'pretty'. Elegant and graceful way of talking and attitude was expressed in the 'beauty' of Emma. The costume is symbolically expressing the character's personality ; white is for Emma's intelligent and elegant image, pastor Elton's black suit symbolized his profession and ambitions for success. The analysis of the costumes from the movie "Emma" is following ; women wore empire dress and outer garment, redingote and spencer jacket. The fabrics were muslin, gauze, satin, lace and velvet. Men's costume were frock coat, tail coat with the shirts, vest, and pantaloons. The fabric was brown, black and dark color of wool. With an analysis of the movie "Emma", I would like to present '99 S/S collection, targeted for 21-25 aged woman by use of Emma's elegant and Harriet's pretty image as a main subject. As a second subject, I have chosen neo romantic memory, sophisticate feminine and pretty Harriet.

• International Journal of Advanced Culture Technology
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• 제7권4호
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• pp.49-55
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• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.