영어․한국어 / 영어․베트남어 영화제목의 번역전략에 관한 대조연구

구본석,서정목 한국문화융합학회 2017 문화와 융합 Vol.39 No.6

The movie title is as an effective tool of expressing the message which movies are trying deliver and advertising the movies, and what the movie title stands for is very powerful. The translation of the movie title is really important because it can make the contents and emotions in the original title in the source language to exert the same effects in the target language. In this study, English movie titles of American movies, mostly, are set up as a source language and both Korean movie titles and Vietnamese movie titles translated from American movies are set up as target languages. The subjects of this study are the titles of movies whose main language are English and that are included in the top 100 ranks in Korean market promotion. And, contrastive analysis of the translation strategies for the movie titles is performed for the movie titles translated into the Korean and Vietnamese languages. The Korean contents such as movies and dramas owing to Korean wave, 'Hanryu' should be translated into local languages in order to be released in the local markets all over the world. This study tries to contribute to approaching local emotions easily and minimizing culture shocks against other cultures by providing precise translation of movie titles in order to play a major role of world culture by understanding the trends and types of translating English movie titles in Vietnam.

영화 활용 자기주도 영어 학습에서 대학생들의 영화 선정 기준에 관한 연구

김병선(Kim, Byungsun),장만식(Jang, Mansik) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.1

The aim of this study is to examine the meaning of university learners’ experiences of movie selection in self-directed English learning using films. This research focuses on the criteria for movie selection by students and the differences in self-directed English learning by comparing movie selections of teachers and those of students. The participants are 8 students who have experienced college English classes using films for two semesters in 2020. Semi-structured interviews were conducted and the data were analyzed using Colazzi’s (1978) phenomenological approach. The experiences were divided into 7 themes, 3 theme clusters, and 2 categories. The criteria considered were: pronunciation and accent in a movie; movies dealing with daily lives; movies that include reciprocal activating interactions between actors; movies based on a learner’s level; movies with complex language and content higher than a learner’s level; movies motivating a learner’s interest; instructive movies. Students had difficulties related to time and task in using movies selected by their teachers. Based on the results, this study suggests the necessity of developing a study to clearly identify if there are any significant differences in effectiveness of learning English according to who the movie contents select–the teacher or the student. The limitations of this study were noted and further research topics are suggested.

Enhancing English Academic Writing: The Effects of Movie Trailers on Structure Comprehension, Motivation, and Critical Thinking

Luckel-Semoto, Aya,Sugiura, Kaori 영상영어교육학회 2024 영상영어교육 (STEM journal) Vol.25 No.3

This study explores the use of audiovisual media, specifically movie trailers, in English language teaching and their potential benefits in improving structure comprehension, critical thinking and learner motivation. This research focuses on Japanese English education students. It presents a case study using movie trailers and videos of fairy tales to help students understand the structure and usefulness of academic writing, develop critical thinking attitudes, and increase their motivation toward learning English. The study involved 105 Japanese-speaking university students, who worked on assignments using six movie trailers and two fairy tales as teaching materials. The experimental procedures included ten sessions on reading and listening assignments, and five on integrating movie trailers, where students learned the relevance of movie trailers to academic writing and created original trailers for assigned short stories. Data were collected through questionnaires and completed assignments. The results show that integrating movie trailers into English language teaching significantly enhances students’ comprehension of academic writing structures, increases their motivation to learn English, and develops their critical thinking skills. The use of familiar audiovisual materials, like movie trailers, proved effective in making the learning process more engaging and practical, ultimately contributing to better academic performance in English language writing and presentation skills.

The Effect of an Output Activity Using English Subtitles in a Korean TV Drama

유도형 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.4

This article reports on the effect of an output activity using English subtitles with a Korean TV drama. In Korean English education, there are few opportunities for producing and using English, so it is necessary to find effective output activities for students learning English. In trying to devise these effective output activities for speaking English, a method of using English subtitles while watching Korean TV dramas is suggested as a reasonable approach for learning English as a Foreign Language (EFL). The purpose of this study was to explore the possibility of using English subtitles with Korean TV dramas. For this, the 113 students of a selective English class using films participated in comparing two materials, the Korean TV drama with English subtitles, Dokkaebi(Goblin) and the movie in English with English subtitles, Erin Brockovich. From each, one scene of a similar amount of adjacency pairs was taught by an output activity using the English subtitles. An open-ended questionnaire and a delayed-recording test of two scenes were carried out to check the effect of measurement of memory. The results showed that using English subtitles in the Korean TV drama was more effective for memory than using them with the movie in English.

A Movie-Based English Learning and Teaching Model Focusing on the Four Skills of English: With Reference to The Holiday

박창원 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.4

The aim of this study is to suggest a movie-based English learning and teaching model which can be implemented practically, focusing on the four skills of English, and based on The Holiday. For this purpose, a movie-based teaching model for university students was developed. For listening, various kinds of listening materials were chosen from movie scenes and put into practice. Moreover, two different accents, British and American, are simultaneously employed in each movie scene. For the purpose of enhancing speaking skills, a voice-over technique was applied in this model. In order to reinforce reading skills, the entire movie script was not put into teaching–instead, only the eight most useful scenes were chosen and implemented. For writing, simple and interesting topics were selected in order to give less stress to the students and inspire them to write. The following pedagogical implications were addressed, based on students’ feedback. First, the selection of a suitable movie is a key factor in designing a movie-based teaching model. Second, this model should explicitly aim for language learning and practice. Third, teachers should consider their school curriculum and time constraints. Lastly, teachers should be flexible in choosing and recognizing additional materials according to learners’ English levels and interest.

영화를 이용한 대학의 교양 영어 교육

박주은 ( Park Joo Eun ) 대한영어영문학회 2011 영어영문학연구 Vol.37 No.2

The purpose of this paper is to analyze the use of movies as part of a liberal English curriculum at the university level. Movies and their scripts are valuable learning tools in the university English classroom. The use of movies in the university English curriculum has six merits. These merits include the increase of students’ learning interest, the improvement of students’ listening ability, students’ absorption of idiomatic expressions, the possibility of role play, the students’ unique exposure to and understanding of native English speakers’ culture, and liberal education. In this study, I focus on the liberal English curriculum at S University. I suggest a lesson procedure. It is about Screen English. The main feature of the procedure about Screen English is the use of four language skills, while focusing on listening and speaking. I have analyzed students’ learning interest and their response when I taught English using my lesson procedure. I conducted the main experimental study on each class of the lecture. Above all, my results have shown that it is more effective to use movies to teach English. In conclusion, the use of movies in a university-level English curriculum provides a unique and valuable linguistic experience, as well as liberal education for students. (Shingu University)

한국 대학생들의 영국식 영어 및 미국식 영어 숙지도 비교

박영 영상영어교육학회 2008 영상영어교육 (STEM journal) Vol.9 No.2

It is becoming increasingly important to train Korea’s EFL learners in British English as well as in American English. In Korea, British English has often been relegated to playing second fiddle to American English. In this paper, it will be shown through surveys and experiments that English majors in Korean colleges fare far worse in understanding British English than they do in understanding American English. They were unfamiliar with the British way of pronouncing words and had considerable difficulty recognizing words unique to British English. When two experimental groups with equal English proficiency were asked to listen to two scripts – one narrated with a British accent and one narrated with an American accent, the average of the first group was far lower than that of the second. In the age of globalization, we must be able to communicate not only with Americans, but also with Europeans, Africans, and Indians who typically feel more at ease with British English. Consequently, a more conscious effort has to be made to call attention to the urgency of studying British English.

영화 활용이 폴리텍대학 학습자들의 영어 말하기 자기효능감에 미치는 효과

윤택남,김병선,이승복 한국중앙영어영문학회 2021 영어영문학연구 Vol.63 No.3

This study was conducted with the recognition of the problem that English speaking research is relatively insufficient despite the active use of movies in the field of foreign language education. The purpose of this study is to examine the effects of movie use on self-efficacy in speaking English for learners of Korea Polytechnic College. It is expected that meaningful research results will be derived when considering the correlation between movie use and English speaking, and English speaking and self-efficacy. The subjects of this study were English learners majoring in Power Plant and Diving, which are degree courses at Korea Polytechnic College, and a total of 33 students participated. As a research tool, an English speaking self-efficacy questionnaire was used, and for the analysis of the results, a case study method was adopted and quantitative analysis was performed using Jamovi, a statistical program. The results are as follows: First, learners showed high self-efficacy in speaking English through the use of movies. Second, the self-efficacy of speaking English was higher in the case of having previously experienced film use classes. Third, the movie use class showed statistically significant English speaking self-efficacy regardless of learners’ English level, but it was particularly effective for upper-level learners.

비대면 온라인 교양 영어 수업에서 대학생들의 영화 활용 자기주도학습 경험에 관한 질적 연구

김병선 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.1

The main purpose of this paper is to explore college learners’ perspectives toward self-directed learning using English films in a non-face-to-face online university general English class in Korea. First, the researcher focused on investigating the 27 participating college students’ perceptions of self-directed learning and their reactions to the news that they would learn English with movies in their general English class. Second, in order to examine learners’ experiences of self-directed learning using English films, semi-structured interviews were conducted with 6 of the participants. The data were analyzed using a Colazzi’s phenomenological approach. The experiences were divided into 12 themes and 6 theme clusters; Enhancing students’ interest in learning English; individualized English learning; reducing stress from the English learning; passion for learning English; unfamiliar self-directed learning; and a gap between texts’ and students’ level of English. The results show that self-directed learning using English films helps college students to become intrinsically motivated and provides them with various opportunities to develop deeper learning if the English teacher can manage to reduce the gap between texts’ and students’ level of English. In conclusion, learning English with the aid of movies has the potential to develop college students’ self-directed learning skills.

사용기반 접근법(Usage-based approach)에서 바라본 영화영어

서지영 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.4

The purpose of this paper is to highlight those elements of Construction Grammar for the better teaching of movie English at the college level. Construction grammar can be used to explain idiomatic expressions which are found in movies (Cooper, 2012). The usage-based approach, including construction grammar, emphasizes the importance of pragmatic factors for the emergence of language structure and meaning (Diessel, 2017). Movies have stories which provide context (=a pragmatic factor). L2 learners can enjoy movie stories by focusing on language structure. Construction grammar requires imitation and repetition, which allows the imitated and repeated sequences to be used productively in new situations. Movie scripts have many idiomatic expressions which are ultimately memorized. Construction grammar accounts for the full range of facts about language thanks to the concept of construction (Goldberg, 2003). Movies have many expressions which can be called constructions, varying in size and complexity. Construction grammar gives a theoretical basis that is well suited for an approach to movie English. When this approach is used in the EFL classroom, teachers can have confidence about what to teach and how to teach when using movies. L2 learners can develop so called constructional awareness through using movies.