The Effects of Explicit Film-Based Instruction on EFL Teacher Trainees' Interpretation of Implied Meanings

Autor/in	Cetinavci, Ugur Recep
Titel	The Effects of Explicit Film-Based Instruction on EFL Teacher Trainees' Interpretation of Implied Meanings
Quelle	In: European Journal of Educational Research, 8 (2019) 2, S.581-605 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	English (Second Language); Second Language Instruction; Teacher Education; Preservice Teachers; Language Teachers; Films; Teaching Methods; Language Skills; Program Effectiveness; Pragmatics; Grammar; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Film; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Pragmalinguistik; Grammatik; Ausland; Türkei
Abstract	Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01