A Study Of Applying English Films To English Teaching In Junior High School

With the flourishing advancement of multimedia teaching as well as the requirement of New Curriculum Reform, the English teaching in middle school has been developed. As an incomparable teaching resource, English films are warmly welcomed since they could expose students to authentic language in real life context. The present study makes an endeavor to empirically probe into the effect of original English films with English plus Chinese captions on improving low-intermediate level EFL learners’ integrated language competence, especially their listening proficiency.In order to demonstrate the feasibility and significance of English films teaching, the author gives a brief introduction to several relevant theories:the Input Hypothesis, the Affective Filter Hypothesis, the Constructivism Theory, as well as the Dual Coding Theory. Supported by these major theoretical framework, how to implement original films effectively in English class according to relevant research at home and abroad is investigated, whose exhaustive results have great referential value for the present study.The empirical study initiated in the second semester of 2014 school year at a Junior middle school in Shenzhen. A total of 200 participants from four paralleled classes in Junior two--Grade 8 were divided into an experimental group who watched captioned English movies along with various activities and a control group who only occasionally saw English movies without any activities but mainly followed the traditional teaching method of listening to the tapes, doing the exercises and checking answers. This case study employs an experimental teaching project involving contrasting between an experimental group and a control group, which resorts to a combination of quantitative analysis and qualitative analysis. The research instruments consist of two questionnaires, two examination papers and a few interviews. The contents of research include:number one, the students’ perception and attitude towards English films teaching; number two, the standards of English films selection for teaching; number three, the design of students activities; number four, the function of bilingual captions; number five, the practice effect and evaluation of English films teaching. Lastly, the collected data are processed and analyzed with the help of the software SPSS 17.0.The results disclose the fact that the implement of captioned English films teaching surpass traditional methods on improving low-intermediate level EFL learners’ listening comprehension as well as their integrated language proficiency. English movie course benefits students from four aspects:firstly, improve students’ comprehensive language proficiency, especially their listening ability; secondly, broaden students’horizon, enrich their knowledge, establish their cross culture awareness; thirdly, stimulate students’ intrinsic motivation, cultivate students’ self-learning consciousness, promote their autonomous study; fourthly, strengthen students’ confidence and mobilize students’ classroom active involvement.English film course brings fresh vitality to monotonous English teaching status and ameliorates its dissatisfactory situation. However, there still remain some problems to be solved. In the last chapter, therefore, the limitations of the present study are presented and suggestions are made for further study.