SavedAdd your journal

Journals / IOJET / 2019 / Cilt: 6 - Sayı: 4

USE OF FILM SCRIPTS AND THEIR TRANSLATIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

Buğra ZENGİN
Journal
IOJET
Pages
944–958
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results demonstrated that the film scripts can be used to convert the inputprovided by the film scripts to intake and uptake and provide good examples regarding theapplication of own language use in ELT.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Although millions of EFL learners benefit from watching subtitled/captioned movies andTV shows in non-instructional settings, one almost untouched area is the development ofstrategies in benefiting from film scripts and their translated versions as well as audiolanguage-subtitle combinations.
📊
Key Findings & Data:The research was conducted with 1-5Likert type questionnaires and closed-ended yes/no questions.
💡
Conclusion & Impact:The results demonstrated that the film scripts can be used to convert the inputprovided by the film scripts to intake and uptake and provide good examples regarding theapplication of own language use in ELT.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Although millions of EFL learners benefit from watching subtitled/captioned movies andTV shows in non-instructional settings, one almost untouched area is the development ofstrategies in benefiting from film scripts and their translated versions as well as audiolanguage-subtitle combinations. This paper reports research subsequent to theresearcher/teacher's guided work on the use of film scripts and their translated versions. Thestudents guided were required to notice and list chunks as well as technical and creative useof language in these scripts with their immediate contexts. This was carried out comparingthe original scripts and those translated in Turkish and do creative dialogue/anecdote writingfocusing on appropriacy and variety in language use. However some students' self-reportedlack of focus on the jargons and formal language. The research was conducted with 1-5Likert type questionnaires and closed-ended yes/no questions. The participants, the studentsof the research/teacher of the present paper, are the undergraduate students taking advancedlanguage skills course as part of the curriculum of their major, the English language andliterature. The results demonstrated that the film scripts can be used to convert the inputprovided by the film scripts to intake and uptake and provide good examples regarding theapplication of own language use in ELT.

🔖

Cite This Article

ZENGİN, B. (2022). USE OF FILM SCRIPTS AND THEIR TRANSLATIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE. IOJET, Cilt: 6 - Sayı: 4, 944–958. https://ajindex.com/articles/542359

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Arslan, S. (2018). A probe into the indicators of intercultural communicative competence in an EFL self-study text book. International Online Journal of Education and Teaching (IOJET), 5(1), 150-167.
  2. Arslan, S., & Kavaklı, N. (2019). I Know that I am No Good”: An analysis into the translation errors of pre-service EFL teachers. Bartın University Journal of Faculty of Education, 8, 688-706.
  3. Batstone, R. (1996). Key concepts in ELT. ELT Journal 50(3), Oxford: Oxford University Press, p. 273. Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.
  4. Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. (ELT Research Papers 13-01). London: British Council. Koolstra, C. M., & Beentjes, J. W. J. (1999). Children vocabulary acquisition in a foreign language through watching subtitled television programs at home. ETR&D, 47(1), 51- 60. Köksal, D. (2005). Çeviri eğitimi: Kuram ve uygulama. Ankara:
  5. Nobel Matielo, R., D'Ely, R. C. S. F., & Baretta, L. (2015). The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review. Trabalhos em Linguística Aplicada, 54(1), 161-182.
  6. Matielo, R., & Espindola, E.B. (2011). Domestication and foreignization: An analysis of culture-specific items in official and non-official subtitles of the TV series Heroes. Cadernos de Tradução, 27(1), 71-93.
  7. Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast”: Extensive listening in ELT. ELT Journal, 65(1), 52–59.
  8. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129-158.
  9. Stewart, M.A., & Pertusa, I. (2004). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, 37(3), 438-447.
  10. Zengin, B., & Çubukçu, F. (2013). English language learners’ attitudes to backseat TV systems and subtitled movies. Turkish Studies – International Periodical for the Languages. Literature and History of Turkish or Turkic, 8(8), 1561-1573.
  11. Zengin, B., Doğan, D., & Çubukçu, F. (2015). English major students’ attitudes towards movies and series as language resources. In V. Türel (Ed.), Intelligent Design of Interactive Multimedia Listening Software (pp. 276-295).
  12. Zengin, B., & Yetkin Aker, D. (2016). Education policy and the effect of subtitle options in learning process: A case of Turkish students as English language learners. Humanitas, A Journal