영어 교육 자료로서의 각색 영화의 가능성 고찰

@article{ART001378048},
author={ 윤재웅 },
title={영어 교육 자료로서의 각색 영화의 가능성 고찰},
journal={영상영어교육},
issn={1598-1002},
year={2009},
volume={10},
number={2},
pages={101-123},
doi={10.16875/stem.2009.10.2.101},
url={http://dx.doi.org/10.16875/stem.2009.10.2.101}

TY - JOUR
AU - 윤재웅
TI - 영어 교육 자료로서의 각색 영화의 가능성 고찰
T2 - 영상영어교육
PY - 2009
VL - 10
IS - 2
PB - 영상영어교육학회
SP - 101-123
SN - 1598-1002
AB - This study explores the feasibility of using film adaptations of novels written in English as teaching resource in ELT classroom. One of the aims of reading novels in ELT classroom is to develop students' critical thinking. However, the world-wide trend of students' resistance to reading and their tendency to dismiss works of literature as boring mean that many teachers hesitate to use novels as a teaching resource. The solution to this problem is using movies. Today, students are generally attracted to multi-media. In a film version of a novel, scenes or characters which have to be imagined when reading are clearly depicted on the screen. There could, however, still remain some concerns about using film adaptations of novels. Some movies are very faithful to the original work, but others have many cinematic adaptations. In the latter case teachers may hesitate to use the movie version because of the difference between the original novel and film adaptation. This difference could, however, be used as an opportunity to enhance students' critical and analytical thinking through comparing and contrasting the two versions. A cinematic adaptation of a novel could be regarded as the director's interpretation of the original work. It is possible, therefore, to use the difference as a point of discussion. A model class was organized to assess the validity of this claim. Two standardized tests were given and questionnaires were administered twice. The results show this model class organized according to this claim was very efficient in developing students' critical thinking in English learning.
KW - adaptation, critical and logical thinking, English novel
DO - 10.16875/stem.2009.10.2.101
UR - http://dx.doi.org/10.16875/stem.2009.10.2.101
ER -

윤재웅 (2009). 영어 교육 자료로서의 각색 영화의 가능성 고찰. 영상영어교육, 10( 2), 101- 123.

윤재웅 . 2009, “영어 교육 자료로서의 각색 영화의 가능성 고찰”, 영상영어교육, vol. 10, no. 2, pp. 101-123. Available from: doi:10.16875/stem.2009.10.2.101

윤재웅 “영어 교육 자료로서의 각색 영화의 가능성 고찰” 영상영어교육 10.2 pp. 101-123 (2009): 101.

윤재웅 . 영어 교육 자료로서의 각색 영화의 가능성 고찰 영상영어교육 [Internet]. 2009; 10( 2), : 101-123. Available from: doi:10.16875/stem.2009.10.2.101

윤재웅 . “영어 교육 자료로서의 각색 영화의 가능성 고찰” 영상영어교육 10, no.2 (2009): 101-123. doi: 10.16875/stem.2009.10.2.101

홈 권호 목록 논문 목록 논문 상세

영어 교육 자료로서의 각색 영화의 가능성 고찰

영상영어교육

약어 : -

2009, vol.10, no.2, pp.101 - 123

DOI : 10.16875/stem.2009.10.2.101

발행기관 : 영상영어교육학회

연구분야 : 영어와문학

윤재웅¹

¹명지전문대학

인용한 논문 수 : 3 서지 간략 보기

초록

This study explores the feasibility of using film adaptations of novels written in English as teaching resource in ELT classroom. One of the aims of reading novels in ELT classroom is to develop students' critical thinking. However, the world-wide trend of students' resistance to reading and their tendency to dismiss works of literature as boring mean that many teachers hesitate to use novels as a teaching resource. The solution to this problem is using movies. Today, students are generally attracted to multi-media. In a film version of a novel, scenes or characters which have to be imagined when reading are clearly depicted on the screen. There could, however, still remain some concerns about using film adaptations of novels. Some movies are very faithful to the original work, but others have many cinematic adaptations. In the latter case teachers may hesitate to use the movie version because of the difference between the original novel and film adaptation. This difference could, however, be used as an opportunity to enhance students' critical and analytical thinking through comparing and contrasting the two versions. A cinematic adaptation of a novel could be regarded as the director's interpretation of the original work. It is possible, therefore, to use the difference as a point of discussion. A model class was organized to assess the validity of this claim. Two standardized tests were given and questionnaires were administered twice. The results show this model class organized according to this claim was very efficient in developing students' critical thinking in English learning.

키워드

adaptation, critical and logical thinking, English novel

참고문헌(15)

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[학술지] 윤재웅 / 2002 / 문학원작의 영화와 문학작품을 통한 영어교육의 가능성 고찰 / 영상영어교육 3 (2) : 41 ~ 63
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