（课程与教学论专业论文）建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20060277 题目：a study on students film requirements and film-based english learning -from the perspectives of constructivism and multiple intelligences theory 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 委员（姓名、职称） ： 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容，可以采用 影印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： a study on students film requirements and film-based english learning -from the perspectives of constructivism and multiple intelligences theory 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 an cheng supervisor professor liu xiwen a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2009 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 i 摘摘 要要 在中国的英语教学领域中，如何将英文电影有效的应用于教学，一直是教师和研究 者的重要课题之一。 许多著名学者对此作了深入的讨论并指出广泛使用多媒体教学手段 的视听教学法，对于学生在英语学习上起到了显著的帮助。近二十年来，计算机技术的 快速发展与学校、 学生中多媒体教学的普及致使学生在电影赏析的方式上产生了很大的 改观。 诸多新现象包括：电脑普及使学生在课堂之外获得更多英文电影输入；英文电影赏 析方式多样化；学生视角多元化等等。在英语教学上关注以上新变化的研究近些年来已 有所闻，成果大多具有积极意义。 本论文的六个研究题目为: 1, 在电影赏析课堂，学生的诉求有哪些？教师又应如何 满足学生的诉求？2，在电影赏析课后，电影对学生产生的相应影响有那些？3，当对基 本问卷数据进行卡方分析后，我们可以得到一些隐含的教学启示吗？4，建构主义与多 元智能理论可以指导教师在教学中激励学生动机与兴趣吗？5，特定英文电影是否可以 激发学生特定智能？如果结果肯定的话，我们是否可以通过学生智能特点对其分类，输 入相应电影，促进其英语能力发展？6，本研究的潜在教学价值与指导意义在哪里？ 本研究的结果显示学生在电影的选择， 理解， 电影用于教学等方面有其独到的见解。 在“英文电影影响学生智能认知”的试验中，结果也是积极的。学生确实在“电影影响 教学”的项目中产生了显著的变化。其教学启示为：教师在进行影视教学的活动中，可 以根据学生相应的智能倾向对其进行分组并有针对性的输入特定英文电影进行教学， 从 而顺应其倾向，激发学习动机，提高英语综合水平。 最后，本文提供了可资借鉴的课堂教学经验及建议，希望为高校英文电影赏析课的 教学改革提供有益教学探讨。 关键词：关键词：英文电影；学生诉求；建构主义；多元智能理论；电影影响智能发展试验 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 ii abstract in the field of english teaching in china, how to put english films into good use has always been a main task for the teachers and researchers. in the last two decades, the use of english films to enhance learners english proficiency has been widely examined and discussed. and most of the teachers and researchers hold positive attitudes. in recent years, the fast development of computer technology and prevalence of internet have gradually changed the ways students appreciate english films. the new trends include: more films input from the popular use of computers, the diverse personal preferences of films and the different perspectives students take in their appreciation of english films etc. some studies on these new issues have been conducted. to make a difference in this field, the author proposed a new approach to enrich the teaching practice. and here are the six research questions of this thesis: 1.what are the students understandings over english films? 2. what kinds of influences do students get after watching films? 3. what requirements do students want teachers to meet? 4. under the chi-square analyses of data, what hidden rules can we get from the relationship of teachers, students and film itself? 5. can multiple intelligences theory provide something to enhance students learning motivations and interests? if the answer is positive, can we believe that by classifying students over their different intelligence tendencies, we can use specific films to develop students english skills? 6. what are the pedagogical implications of using english films as the main teaching material? this current study lasted for a year and a half, from september 2007 to january 2009. the results of the statistical analyses indicate that college freshmens idea on english films are not the same. whats more, the correlation between the film enjoyment and the effectiveness of developing students certain intelligences are investigated, and the results are positive. the results of the current research will encourage researchers to further examine the efficiency of english films in english learning and teaching, and to conduct further research on the relationships between film appreciation and intelligences development. key words: english films； students requirements； constructivism； multiple intelligences； film-affect-intelligences development program 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 iii contents 摘要摘要- i abstract-ii list of tables- - v list of figures-v chapter one introduction-1 chapter two literature review- - -3 2.1 overview -3 2.2 esl learning-a constructivism perspective-3 2.2.1 the nature of the esl learners from the view of constructivism -4 2.2.2 the role of the instructor-instructors as facilitators-8 2.2.3 the advantages of film-based teaching -8 2.3 multiple intelligences theory and film-based teaching -10 2.3.1 the brief review of multiple intelligences theory-10 2.3.2 the application of mi theory to film-based teaching -12 2.4 the summary-13 chapter three methodology-14 3.1 overview-14 3.2 research questions-14 3.3 the pilot study-15 3.3.1 students general backgrounds-16 3.3.2 the teacher-related questions-17 3.3.3 the english films for watching -21 3.3.4 the conduct of english films-23 3.4 the formal study-25 3.4.1 participants-25 3.4.2 a qualitative and quantitative study-25 3.4.3 the qualitative aspect -25 3.4.4 the quantitative aspect -25 3.4.5 instrumentation -26 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 iv 3.4.6 the formal questionnaires-26 3.4.7 data analyses methods -26 3.5 summary -27 chapter four the result and data analyses-28 4.1 the analyses of formal study -28 4.2 the first questionnaire and its results-28 4.2.1 the results-28 4.2.2 further exploration of the results-33 4.3 the films-affect-intelligences development analyses-36 4.4 the correlation between film enjoyment and the development of intelligences-36 4.5 summary-41 chapter five conclusion and implications-42 5.1 overview-42 5.2 significance and implications of the research-42 5.3 limitations of the research -45 5.4 conclusion-45 bibliography appendix acknowledgement 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 v list of tables table 2.1 four different textualities-9 table 3.1 nmet scores of students-16 table 3.2 how long have you been learning english?-17 table 3.3 general questions-17 table 3.4 interview a : teacher-related questions asked through online qq-18 table 3.5 english films popularity-21 table 3.6 films that accommodate howard gardners multiple intelligence-22 table 3.7 the class-showed (warming-up) films and further related films (the first term)-23 table 3.8 the class-showed films and further related films (the second term)-23 table 3.9 forrest gump to develop students interpersonal intelligence-24 table 4.1-4.11 students and films related questions-28 table 4.12 gender * love films case processing summary-34 table 4.13 gender * love films cross tabulation chi-square tests-34 table 4.14 language * score case processing summary-34 table 4.15 language * score cross tabulation chi-square tests-35 table 4.16-4.29 film enjoyment and development data and test statistics-36 list of figures figure 2.1 motivations-7 figure 2.2 the learning process of english films-7 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 1 chapter one introduction since china opened the first web-bar in shanghai in 1996, with the fast development of computer science and technology, by watching films online or choosing to download films for chewing in spare time as they wish, students have got the available tool to enrich their english study methods and broaden their horizons. although teaching a language is not the initial purpose for which films are produced, english films today hold much potential as language learning tools (garrity, 1987). to follow the trend, teachers in colleges have practiced a lot of ways to facilitate their instructions. and english films indeed have their charms to activate the class by narrowing the essence of life into 90-minute stories, providing heroes personalities, digging their attitudes towards lives and cultural backgrounds in different countries besides native language. students can also take part in many activities before, in and after class. the emphasis on communicative teaching techniques and self-study theory brought great changes on schools curricula. films, in the first instance, are made to entertain people. so when we are facing the dilemma how to use film to teach and how to let students enjoy, we need to answer the following questions: in film teaching course, are there understanding differences between teachers and students when they are watching the same film? which one is more important, plot, english culture, or english accent in our film-based teaching class? who have the right to choose films to teach, teachers or students? can we believe that students can develop different intelligences by watching specific english films, like musical films and documentary films on nature? these fundamental questions are still lingering there as time goes by. due to the above facts, the author started to conduct this study based on the theory of constructivism and multiple intelligences theory (mi). these two theories would give the guidelines to all the questionnaires, together with the authors teaching english films as warming-up activities and film-affect-intelligences program. instead of interviewing the teachers, the author put his heart on the students; instead of asking english majors, the author chose english fans from his own classes who got a better english understanding on films to answer the questionnaires. in addition, in order to enroll different english level students, the author chose students randomly and conducted his study online and offline. by getting the 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 2 feedbacks and reflections, the surveys results were defined as references to future films teaching. nowadays watching english films is one of the most popular ways to get the real english context without going abroad. while in the past decade, weve seen a lot of researches to serve as rationale of using films to teach. (markham, p, 1989; li xiaopeng, 2005; gerster, carole wang yangdong and shen caifen, 2007). the truth is that the learners themselves, using their own schema, form the opinions and give the meanings on what they get from english films. under the authentic language and rich-content contexts, the learners are expected to be motivated and their listening，speaking and understanding are hypothesized to improve. this thesis consists of five chapters. the first chapter is a general introduction of the current study. then a review of literature of constructivism, multiple intelligences and several crucial studies previously conducted on english films are presented on chapter two. in chapter three, the design of the methodology of the present study is detailedly stated. the results and a thorough discussion of the results are raised in chapter four. furthermore, pedagogical implications and suggestions for future research are given in the end of the thesis. 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 3 chapter two literature review 2.1 overview using films to develop learners english skills has been widely investigated in the last thirty years, (garrity, h, 1987; altman, rick, 1989; markham, p, 1989; watkins, b, 1991; li xiaopeng, 2005; gerster, carole wang yangdong and shen caifen, 2007). and with the development of internet science and computer technology, english films are designed with their uniqueness to serve as great facilitators to second language learning. it colors the teaching methods and puts forward new challenges to teachers. and english films should not be regarded as merely a peripheral extra in an english class; on the contrary, they can function as the core content and become an integral part of the curriculum (kusumarasdyati, 2004). this current study aims at investigating the fundamental principles, which instruct the films selection and teaching from students side and havent been paid attention to by teachers. and it is also interested in how the coordination works among different aspects of english films class. to discover the correlations between film enjoyment and students multiple intelligences development is the main research in this paper. last but not the least, this study gives teaching implications as teachers references. in this chapter, under the guidelines of constructivism and multiple intelligences theory, first the rationales of esl learning and the factors influencing english learning, such as students world-views, motivations and their schema, are stated. then a review of the advantages of using films to teach is given, focusing on the audio-visual aids it provides. then the focus is led to a thorough study of english films in teaching english. the final part deals with how we could apply english films into developing students intelligences. 2.2 esl learning-a constructivism perspective constructivism is a theory of knowledge used to explain how we know what we know. we believe that a constructivist epistemology is useful to teachers as a way to make sense of what they see, think, and do. theres a research indicates that teachers beliefs about how people learn, whether verbalized or not, often help them make sense of, and guide, their practice (margit huber, 2001). the author, by writing this paper, is mainly trying to establish a package of ideas for teachers to rethink before teaching english films from students sides and 杭州师范大学硕士学位论文 建构主义与多元智能理论视野下学生电影诉求与英语电影教学研究 4 open a new horizon to teach english films from the prospective of mi theory. jean piaget (1967), who articulated mechanisms by which knowledge is internalized by learners, suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. liu and reed (1995) conducted a study to investigate the impact of english films upon students words internalization. their level of vocabulary was improved significantly from using hypermedia assisted vocabulary learning courseware. and thus, it was concluded that this program was effective in enhancing the learning environment. in this curre