Application Of Movie-based Implicit Instruction To Secondary School English Teaching

This research is conducted to test the effectiveness of movie-based implicit instruction to secondary school English teaching. Specifically, three research questions consist of the major purpose of this 2 months research: 1) Can movie-based implicit instruction stimulate students’ English learning interests? 2) Can movie-based implicit instruction cultivate students’ English culture knowledge? 3) Can movie-based implicit instruction improve students’ English achievements?The researcher was selected as a volunteer to take part in the National Teacher Training Program from the Ministry of Education in September, 2013. The internship location was a secondary school in Daqiao Town, Xihe County, Longnan City, Gansu Province. In the 2 months’ program, the researcher witnessed the deficiency of local school’s English teaching, which could be concluded as: 1) Learners’ lacking of English learning interest. 2) Learners’ lacking of English culture knowledge. 3) Learners’ lacking of target language input. Due to local school’s isolated location and limited teaching attachments, the three deficiencies above were extremely outstanding. Consequently, the researcher chose the movie-based implicit instruction in this 2 months’ research, aiming at testing if this teaching methodology could make compensate for above three deficiencies.During the 2 months’ study, the researcher chose two classes of grade eight as participants: Class one is the experimental group and Class three is the control group. Tests and questionnaires were chosen as instruments. After the research period, data were collected and analyzed with the aid of SPSS, the analyzing results implicated that: the movie-based implicit instruction can improve students’ English learning interest and English culture knowledge, while this teaching methodology cannot improve participants’ English achievements in only 2 months. Further analysis of the post-test paper suggested that due to the operation of movie-based implicit instruction, participants of EC’s pronunciation and reading competence developed significantly, while their grammar and writing competence still showed no significant development; besides, participants of EC became polarized in their post-tests.Finally, this study concludes that the movie-based implicit instruction can improve learners’ English learning interests and culture knowledge. Besides, it has significant influence on improving learners’ pronunciation and reading competence, especially for higher level learners or higher self-consciousness learners. Due to the limitation of time and research experience, it still needs further research that whether the movie-based implicit instruction could improve learners’ English achievements in a more comprehensive way.