영화 로맨틱 홀리데이 홀리데이 에 나타난 어휘 유형 특징에 관한 연구

노윤아(Rho, Yoon-Ah) 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.1

This study describes the characteristics of the vocabulary types used in the movie The Holiday. EFL teachers who are interested in using movies in the classroom have demanded from movie-oriented researchers a concrete syllabus, including techniques and teaching materials that can be used in class. However, movies are not made for foreign language teaching, but for entertainment. That is why a movie-based syllabus cannot be as systematic as other English-teaching materials. As a preliminary, this study analyzed and offered the features of vocabulary appearing in one specific movie. For this, an online word counter and the Lexile measure were used to determine the word size and difficulty level of the vocabulary in the movie script. The result was that the vocabulary size and difficulty level were not found to be a main cause of reading failure because they are generally easy to accommodate. In addition, to estimate students’ actual responses to the vocabulary, three non-English major college students were chosen and asked to translate the script into Korean to determine which aspects of the vocabulary cause reading difficulty and suggest ways for teachers to help students. The result showed that the three participants had similar difficulties during translation due to specialized/technical vocabulary and multi-word units.

영어 학습 교재로서 슈츠 분석

노윤아(Rho Yoon Ah) 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.3

This paper suggests a new approach in dealing movies and TV dramas, which is to regard each movie or TV drama as an independent teaching and learning material with distinctive and differentiated features. Most studies focus on applying English education theory and methods to movies or TV dramas considering them as a whole. Therefore, there are not enough studies to guide teachers and learners who are interested in movie English when they try to choose which movies or TV dramas to use. For that end, more specific and practical studies dealing more fully with specific movies or TV dramas are needed. The American TV drama Suits was chosen to be analyzed and evaluated as a language study material in order to satisfy this need. To do that, 'Words-Punch (or punching words; a coined word)' was selected as the most distinguishing feature in the dialogues of Suits. 'Words-Punch' means words that can bring powerful influences to an interlocutor, such as surprising counter arguments and touching words. Scenes in which 'word-punches' appear were selected and offered to interviewees. Interviews were conducted with six college students to observe their responses to using Suits as a study material. Detailed analyses quoting segments of the script and the responses of interviewees will be helpful to teachers and learners searching for suitable movies and TV dramas to use as language study materials.

인지의미론 관점에서 바라본 영화영어 연구 : 영화 러브 앤 아트(Words and Pictures)를 중심으로

노윤아(Rho, Yoon-Ah) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.4

The purpose of this paper is two-fold: (a) to present a theoretical orientation for college-level EFL teachers to improve their teaching of English through movies, and (b) to observe what kinds of strategies EFL students use when comprehending movie scripts. Accordingly, ideas from cognitive semantics (such as conceptualization, embodiment, simulation, and fictive motion) have been utilized. The American movie, Words and Pictures (Schepisi, 2013) was chosen as the source material, and three graduate school students in English education participated in the study. Each participant studied a different scene, from which they reported the sentences and phrases that they did not understand. The participants were allowed to use dictionaries and other resources. Then, the researcher explained the unknown sentences and phrases from the perspective of cognitive semantics. The results showed that all the participants depended mainly on dictionary meanings of words and phrases to facilitate comprehension of the movie scenes. However, they mostly ignored the contexts in which the expressions occurred within the scenes. In addition, this study indicates that applying concepts from cognitive semantics to understand and analyze the meanings in movies scripts may be a new teaching method in EFL classrooms.

영화영어에서 구문문법의 교육적 적용에 관한 사례 연구

노윤아 ( Rho¸ Yoon-ah ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.4

영화영어의 강점은 학습자에게 진정성 높은 표현을 제공하고, 정의적 측면에서도 긍정적인 기여를 한다는 것으로 알려져 있다. 그러나 표현의 언어적 측면을 강조하면, 학생들은 흥미를 잃기 쉽고, 영화의 흥미로운 내용을 강조하면, 영어 학습이 부족하다고 느끼는 경향이 있다. 따라서 교실 운영에서 학습자들의 흥미를 유지 시키며, 영화 속 표현들의 형태와 의미의 쌍을 균형 있게 다루는 방법을 모색하는 것이 필요하다. 이를 위해 세 명의 대학생을 대상으로 사례 연구를 진행하였다. 본 연구에서는 의미와 형태의 쌍을 강조하는 구문문법 개념을 사용한 영화영어 지도법을 제안하였다. 참여자들에게 영화 대본을 해석하게 한 후, 인상적인 표현을 선정하여 그 이유와 함께 보고서를 제출하게 하였고, 보고서 분석 결과 학습자들은 초기에 의미에 치우친 모습이 관찰되었으나, 연구자의 구문에 관한 연구자의 명시적 설명이 추가되면서, 점차 형태에도 관심을 보이는 결과를 보였다. 영화의 풍부한 줄거리, 등장 인물들의 관계, 대화공동체 요소 등을 활용하여, 표현의 형태에 따라 담고 있는 함축적 의미를 짝을 짓는 학습법은 영화영어 수업이 갖고 있는 고민에 대한 해결안을 제시할 것으로 기대한다. The purpose of this paper is twofold. First, it is to investigate whether L2 learners tend to study movie utterances in meaning-oriented ways, form-oriented ways, or both ways. Second, it is to suggest a method to deal with form and meaning in a balanced way by using the concept of construction grammar. To do this, a case study was administered with three advanced English major college students. The material was an American movie, Safe Haven. The participants were instructed eight times on the concept of construction, including a form-meaning pair. They were required to interpret the movie script. During the interpretation stage, the researcher provided an explicit explanation of the constructions. After each experiment, the participants were asked to write a report including impressive expressions they chose with reasons. The report analysis results showed that two of the three participants focused on the meaning of movie utterances, while the other one focused on both at first. As the experiments progressed, the participants gradually began to show slightly more interest in the form. The approach using the concept of construction grammar in English learning through movies is suggested as a method to deal with meaning and form in a balanced way.

미국 드라마와 영화의 진정성 비교 연구

노윤아(Rho Yoon Ah) 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.2

The purpose of this study is to compare the authenticity of conversations in American TV dramas with conversations in movies. These days, English language learners show great interest in American TV dramas. Compared to movies, however, there are few studies about using these TV dramas for English language education. It could therefore be valuable to analyze the authenticity of conversations in American TV dramas. Authenticity in study material is a crucial factor for maintaining student interest in and motivation for language learning. The language functions of apologizing and greeting were chosen to be analyzed. It was found that, in terms of situation, these functions were more authentic in TV dramas than in movies. The situations in TV dramas were more realistic and exciting. It is suggested that we should take advantage of the situational authenticity in TV dramas to develop textbooks which would help to increase students' interest in and motivation for language learning.

영화영어에서 화용론적 자각력 증진 방안에 관한 연구

노윤아(Yoon-Ah Rho) 한국영어어문교육학회 2022 영어어문교육 Vol.28 No.2

This paper investigated how to raise pragmatic awareness through movies. Seven undergraduate students participated in this case study: two beginners (A, B), two intermediate learners (C, D), and three advanced learners (E, F, G). The study used movie scripts, with L1 translation of the scripts as the activity to raise participants’ pragmatic awareness. During the translation activity, the researcher instructed the participants implicitly (mainly talking about movie storylines) and explicitly (teacher’s explanation about appropriate language items). The participants completed two tests: recall and awareness. The result showed that all participants were excellent in the recall test regardless of their language fluency. Participants A, C, E, and G tended to focus on language items, but B, D, and F preferred the movie storyline in the awareness test. Also, participant A showed that he could perceive pragmatic awareness even though he was a beginner. Overall, the responses to this activity are subject to individual differences than to English fluency or the differences between implicit or explicit instruction. In addition, the data indicated that L1 translation was a key factor in blurring the boundary between implicit and explicit activities. No participants compartmentalized between implicit and explicit areas in the L1 translation.