Author Topic: Learning Vocabulary from Movies  (Read 97 times)

0 Members and 1 Guest are viewing this topic.

Offline yuf2

  • Buckbeak Poster
  • ****
  • Posts: 8
  • Karma Points! 0
    • View Profile
Learning Vocabulary from Movies
« on: March 03, 2019, 10:33:57 AM »
Traditionally, learning vocabulary gives many L2 learners headaches and nightmares. Although intentional vocabulary focus accounts for significant gains in acquisition, it can cause fatigue, lack of motivation, and many other negative effects. So, integrating some incidental vocabulary learning or contextualized vocabulary learning can enlighten the classroom, motivate students, and enhance studentsí vocabulary knowledge.
So I came up with an activity that can be used:
      [/font]Asking students to prepare a 3 minutes clip of a TV show or movie that they are interested in.
      [/font]The clip has English subtitle.
      [/font]A handout with subtitle transcripts should be prepared. The transcript should leave the vocabulary that the students think is worthy of learning for their classmate blank.
      [/font]The student will present the clip and the classmates will watch the clip while trying to fill in the blank.
      [/font]Then the student will debrief with the class explaining the meaning.
      [/font]The handout should look like this:
* answers in parenthesiswill not be provided for the class
How much does your life weigh? Imagine for a second that youíre carrying a backpack. I want you to feel the ___________(straps) on your shoulders. Feel íem? Now I want you to pack it with all the stuff that you have in your life. You start with the little things. The things on shelves and in drawers, the knick-knacks, the collectibles. Feel the weight as that ________________(adds up). Then you start adding larger stuff, clothes, table-top __________(appliances), lamps, linens, your TV.
The backpack should be getting pretty heavy now. And you go bigger. Your couch, bed, your kitchen table. Stuff it all in there. Your car, get it in there. Your home, whether itís a studio apartment or a two-bedroom house. I want you to stuff it all into that backpack. Now try to walk. Itís kind of hard, isnít it? This is what we do to ourselves ________________ (on a daily basis). We weigh ourselves down until we canít even move. And make no mistake, moving is living.
Now, Iím gonna set that backpack on fire. What do you want to take out of it? What do you want to take out of it? Photos? Photos are for people who canít remember. Drink some ginkgo and let the photos burn. In fact, let everything burn and imagine waking up tomorrow with nothing. Itís kind of ________________(exhilarating), isnít it?
Now, this is gonna be a little difficult, so stay with me. You have a new backpack. Only this time, I want you to fill it with people. Start with casual _____________(acquaintances), friends of friends, folks around the office, and then you move into the people that you trust with your most intimate secrets. Your cousins, your aunts, your uncles, your brothers, your sisters, your parents and finally your husband, your wife, your boyfriend or your girlfriend.
You get them into that backpack. And donít worry. Iím not gonna ask you to light it on fire. Feel the weight of that bag. Make no mistake Ė your relationships are the heaviest ____________(components) in your life. Do you feel the straps cutting into your shoulders?
All those ______________(negotiations) and arguments, and secrets and ______________(compromises). You donít need to carry all that weight. Why donít you set that bag down? Some animals were meant to carry each other, to live symbiotically for a lifetime Ė star crossed lovers, monogamous swans. We are not those animals. The slower we move, the faster we die. We are not swans. Weíre sharks.
Although students are paying attention to the vocabulary in this activity, contextualized vocabulary learning can assist their conceptualization and memorization. Students will have more agency as well as motivations to learn.
The authentic input also helps them to truly know a word. According to Zimmerman, there are certain aspects involved when learning to a word: grammatical function, register, collocations, considerable amount of information about the meaning of a word.
      [/font]Collocations: how it is used in combination with other words.
      [/font]Grammatical function: transitive verb, uncountable noun, etc.
      [/font]Register or level of formality: old words, everyday words, etc.
      [/font]Meaning: subtle distinction between words.
Up in the Air transcripts:

Zimmerman, C. B. (2014). Teaching and Learning Vocabulary for Second Language Learners.
In Celce-Murcia, M., Brinton, D., & Snow, M. (Eds.), Teaching English as a second or foreign language. (394-408). Boston: National Geographic Learning.