The Factors Involved In Comprehension Of Movies

By Author: jocelyn
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In order to provide an accurate assessment of comprehension and increase generalizability, future studies should aim to use multiple tests which clearly measure the degree to which viewers understand movies. It would also be useful to examine the factors involved in comprehension of movies. Laufer and Sim's (1985) study indicated that vocabulary is the most important factor in reading comprehension. However, there are a number of different factors involved in understanding movies such as the overlap in meaning between the imagery and the dialog, the speed of the dialog, and the amount of Pandora Jewelry connected speech which may also affect comprehension. Examining the different factors involved in comprehension of movies would help to shed light on L2 comprehension of movies.

There is a widespread belief one which I share that learners' lives and concerns should be taken into account in language learning and teaching. This is the basis of my position, somewhat contra Waters (2009), whereby applied linguistics can and should adopt an informed, pedagogically ...
... relevant critical stance. There are doubtless some contexts where students' everyday encounters outside their classrooms bear little relation to their language learning. Even here, a critical approach to language learning is helpful for all types of student; English language learners everywhere can engage with arguments about Standard English, or the hegemony of English as an international language, for instance. But in some situations, learners' lives and language learning are closely intermeshed, for example, in classes for language learners who are adult immigrants to English-dominant countries. These are situations where a good deal of English Language Teaching (ELT) takes place, and where students are faced with Jewelry On Sale immediate, pressing, and linguistically complex challenges in their daily lives. Teachers of such students traditionally enable the social concerns of outside to be part of lessons, and appropriate content (topics, activities, and materials) is likely to comprise that which addresses the social/linguistic matters of students' daily lives. The critical concern is thus embedded in the contexts of practice, rather than imposed from above as an ideological construct.

The role of applied linguistics in such situations might be to usefully bridge the gap between practice (with teacher- and learner-inspired attention to contexts of learners' daily lives) and a critical orientation towards teaching, by articulating the challenges presented by power inequalities in learners' lives; by relating these to underlying critical theories; and by working with practitioners to develop appropriate critical pedagogy. I will start by outlining my premise that migrant learners are subject to the effects of inherent power imbalances. I go on to relate language pedagogy to critical theories. Finally, I discuss authenticity and the content of language teaching.