【正文】 準 考證號碼 250107100485 指 導(dǎo) 教 師 20xx 年 9 月 13 日 1 總 目 錄 開題報告??????????????????? 2 文獻綜述????????? ?????????? 9 英中文摘要?????????????????? 16 論文目錄??????????????????? 17 論文正文??????????????????? 19 浙江大學(xué)高等教育自學(xué)考試畢業(yè)論文（設(shè)計）評閱書 39 浙江大學(xué)高等教育自學(xué)考試畢業(yè)論文（設(shè)計）考核? 42 2 Research Proposal — The Use of English Subtitled Films in EFL Class 論 英語字幕電影在英語課堂中的運用 Research Purpose English subtitled films naturally integrate text, voice, images and other media in one body. It has been more and more widely used in the English language teaching. Using films as a teaching resource can not only offer students opportunities to learn authentic English by exposing them to a real vivid language environment, but also give more prehensive understanding of English culture. It creates a relaxing atmosphere and arouses interest in English learning. The intention of this thesis is to explore teaching potentials by playing English subtitled films in EFL class, then it will analyze the problems of the English teaching, and finally offer some tentative suggestions about selection criteria and teaching methods. The significance of the paper is to prove the use of original films as an effective way in classroom English teaching. It not only improves the teachers’ teaching effectiveness, but the students’ learning effectiveness as well. Besides, it will also urge school administers to equip English classrooms with modern technology to benefit students’ language learning and overall academic performance. Research Background Research Situation Abroad Since ancient times, storytelling has been used in developing morals and promoting prosaically skills such as volunteerism, responsibility and literacy, as the audience experiences the problems and decisions of the story’s characters. Marshall notes that multimedia, specially film and television help active learning, a more effective way for students to retain information when pared to passive methods 3 such as teacher lecture (qtd. in Dai Jin 19). In a large survey study on the using of television and video conducted by the Corporation for Public Broadcasting (19961997), 92 percent of teachers who use video in the classroom say that using TV and video helps them teach more effectively。 therefore, students can use English in a more appropriate way through films. Next, films can help students develop the prehensive language skills. The multimedia, especially film, has the potential to be a great educational tool that teachers are obligated to use in teaching students valuable new analytical skills (Shaw 15). Students improve their listening, speaking abilities through watching films and there are slangs, dialects in films, students can use the words more effectively and understand words’ meanings accurately. After watching, some practices used by our teachers to improve students’ reading skills and asking to write feelings after watching can improve writing skills, speaking out their own opinions about the films, and make them have courage to express and share their thoughts in the front of others. Finally, films can raise students’ cultural awareness. Compared with any other kind of teaching aids, films have quite a unique advantage in introducing foreign culture. Films could show the actual situation of the culture like geographic features, national customs and citizen characteristics and so on and express a rich variety of culture values, traditions and history. Watching films is an effective teaching method in learning foreign culture, they help students have a better understanding of the 5 戴勁 . “影視字幕與外語教學(xué)“，《外語電化教學(xué)》 . 6(20xx): pp1922. 12 cultural knowledge in foreign countries, and to some extend avoid leading to crosscultural misunderstanding (Liu Lijuan 714). For instance, the word“ dragon” in western world means “evil” which is expressed in the movie Dragon Knight, while in east means “holy” in the movie Dragon Ball. 3. The Problems of English Subtitled Films One major problem to the use of films in the English classroom is teachers’ hesitancy. Too frequently, a stigma is attached to using film because some teachers feel guilty when others see it as a teacher’s day to sit back and grade papers. And, class teaching is based on textbook。 teaching procedure 【摘要】 英語字幕電影作為英語教學(xué)的一種有效工具，集合了聲音，畫面，文字等綜合信息，可以有效地激發(fā)學(xué)生學(xué)習(xí)英語的興趣和動力。目前，我國在英語字幕電影的開展上還存在著挑戰(zhàn)和困難，在分析產(chǎn)生困難的的原因和根源后，論文借鑒了前人的建議和方法，再具體展開教學(xué)步驟和設(shè)計課堂活動內(nèi)容以適應(yīng)這些挑戰(zhàn)。 P. Arcario, ed. Video in second language teaching: Using, selecting, and producing video for the classroom. Oxford: Oxford Univ. Press, 1992. [2] Burke, Jim. Illuminating Texts: How to Teach Students to Read the World. Portsmouth: Heinemann, 20xx. [3] Corbitt, J. Catherine. “Au Revoir to Film Illiteracy: An Interdisciplinary Exploration of Au Revoir Les Enfants”. English Journal 1(1998): 8387. [4] Corporation for Public Broadcasting. “Study of School Uses of Television and Video”.(19961997) [5] Gardner amp。 85 percent of teachers who frequently use television and video in the classroom report an increase in student ability and willingness to participate in discussions. More than half of teachers surveyed observed that video and films help to level the playing field with special populations. In the 1930s, the Payne Fund found that films have the potential to be an educational tool because of a bination of important qualities inherent in the medium: wide variation in content, gripping narrative techniques, and an appeal to basic human motives and wishes (qtd. in Rivers 45). And also, Golden suggests that beginning th