Learning English Conversation through TV Series

Abstract

The use of authentic video materials in Korean EFL classes has recently become popular because it enables learners to be exposed to real language use and cultural contexts (Mousavi, 2012). General English courses using authentic videos at tertiary level, however, often use video materials just as a resource for input focusing on listening comprehension. In the class, “Learning English through Famous Movies” I took 3 years ago, there were only dictation drills and group presentations in which we would compare two movies. This class used full-length feature films with very few student-centered activities. These films were too long for regular classroom hours in Korean universities. It was challenging for students to understand all the language in the films. Consequently, students did not have enough time to practice speaking for fluency and in general, we felt discouraged. In order to remedy this situation, my textbook is going to address an English for General Purposes speaking context for learning using authentic videos, in particular, short dramatic sequences of American TV series. The main goal is to improve students’ speaking ability and communicative competence through conversation about the TV series. The book also includes a variety of communicative activities and computer assisted activities using Web-based programs and multimedia resources. This course is an EGP speaking course for undergraduate university students that could be taken in a summer session. Each class lasts for 3 hours, three times a week, and it is taught over 8 weeks during summer vacation. The whole course consists of 12 units with three television series; ‘The Big Bang Theory’, ‘Grimm’, and ‘Once Upon a Time’. I chose these series because my students wanted to watch the latest videos about science, fantasy and adventure. My book will cover three episodes of each series and three review units with the opportunity to watch one full length episode. One unit includes three to four individual scenes of one episode to address useful target expressions with listening and speaking activities such as peer dictation, rephrasing, role playing and creating dialogues. Students are allowed to use their own smart phones or tablet computers for technology based activities. The target learners of this book are 10 to 12 university students majoring in Engineering and Natural Science, most of whom are freshmen, aged 19-20. Their proficiency level is intermediate-mid in speaking and intermediate high in listening, and their reading level is from intermediate-high to advanced-low based on ACTFL scales. Their TOEIC scores range from 800 to 850. They can interact in predictable situations and understand simple spoken sentences. Familiar with nonfiction, science topics and form focused instructions, the target group can read long and complicated academic reading texts. They are unfamiliar with colloquial expressions and spoken language in movies and dramas and lack opportunities to communicate with one another in class. Most of the students enjoy watching American television series with Korean subtitles; however, they have difficulties using colloquial expressions in real situations. They need to improve their speaking skills and communicative competence because they want to communicate fluently with foreign exchange students and other English native speakers if they go abroad. They also want to understand the story lines and conversations in their favorite television series without Korean subtitles.