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RISS 인기검색어
- 검색키워드
- 저자 : Takase Fumihiro (검색결과 4 건)
- 무료
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A Study of Developing Movie-based English Textbooks
Takase Fumihiro 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.2
The purpose of this paper is to report the present status of movie-based English textbooks in Japan, and to introduce the ATEM (The Association of Teaching English through Movies) textbooks, explaining how and why they were first published. It is obvious that movies are very useful materials in teaching foreign languages since they demonstrate and describe many educational topics effectively. Books published in Japan focus on language acquisition, cultural aspects or political and environmental issues. The ATEM textbook, "Every Movie Tells a Story", was found to be very effective in the classroom and I am very hopeful that this study will be helpful and useful for other researchers to develop English books through movies, towards a better English education.
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Intercultural Communication through Movies: Cultural Analysis Using "The Matrix"
Fumihiro Takase 영상영어교육학회 2001 영상영어교육 (STEM journal) Vol.2 No.2
Movies are a veritable treasure box, which have marvelous magical power to entertain people and give them various kinds of dreams and fantasies. Seen from an English educational perspective, the "box" provides English teachers with wonderful hints in teaching for the better usages that they'd never otherwise expect. The VHS, DVD, Caption decoder and the other electric devices also make it much easier to make use of movies for English education. Linguistic acquisition, intercultural communication, and the like are passed on to students through movies. This paper is intended to show the use of movies for intercultural communication, focusing on the clear connection between the names of characters in the movie "The Matrix" and cultural analysis. "The Matrix" is taken up for this paper because it is full of abundant cultural elements through use of Judeo-Christian motif, Greek mythical reference, the Alice in Wonderland trail and names of pertinent characters. I am sure that this paper can help illustrate movies as being very useful in teaching intercultural communication as well as in linguistic acquisition.
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Takase Fumihiro,Ryu Young A 영상영어교육학회 2002 영상영어교육 (STEM journal) Vol.3 No.2
Learning nonverbal communication is very important when communicating in English. Therefore, teaching students nonverbal communication, would help our them understand the culture of the target language and the concept of communication. Korean, American and Japanese movies were compared and used to illustrate the points of this paper. To demonstrate the similarities and differences (Kinesic universals) of nonverbal communication between these three countries, movie scenes covering eight categories were chosen. Next, the selected scenes were sorted using 10 comparison criteria. By using movies in the foreign language classroom, students can observe the patterns of human behavior, both verbal and nonverbal, and appreciate that these patterns demonstrate both similarities and differences across cultures.
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Anna Karenina Movie in a Mirror of English Language Education
Nikolai N. Nikandrov,Fumihiro Takase 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.2
English subtitles from the movie Anna Karenina have been analyzed for English words, parts of speech, grammar, sentence representatives and, then, have been compared with the English language translation version (ELTV) of the original script. The subtitles appear to be about one fourth or fifth of the length of conversational part of the ELTV. They include all basic sentence patterns and are highly saturated with conversations: about 80 words or up to 15 sentences are “spoken” per minute. Every fourth or fifth sentence is a question. 30% of the subtitles are represented by negative or exclamatory style sentences. Parts of speech like verbs, adjectives, adverbs, and prepositions, combinations of which traditionally characterize a variety of texts, are widely presented and cover about 25.7%, 16.2% , 12.2%, and 2.9%, of the subtitles’ word list. The investigation of subtitles has also indicated that they remain quite faithful to the ELTVs and original story in both key dialogs and total text. About 60-76% of the investigated part of the movie subtitles is completely or nearly identical to the conversational part of the ELTV. The implementation of this visual material for English language teaching and its intercultural impact on pupils are discussed.
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