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논문 기본 정보

자료유형
학술저널
저자정보
노윤아 (국민대학교)
저널정보
한국중등영어교육학회 중등영어교육 중등영어교육 제17권 제1호
발행연도
2024.2
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1 - 23 (23page)

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This paper investigates the effectiveness of using emotion-related words and expressions in films to improve vocabulary memorization for L2 learners. The American film Knives Out was selected for the case study, and the participants included five English major college students with high intermediate proficiency and prior experience in movie-based language learning. After a 3-month case study, participants took four tests: three recall tests and one recognition test. The study compared the effects of three types of words—emotion-related, concrete, and abstract—on memory. In the first recall test conducted without context, emotion-related words exhibited lower recall performance than concrete and abstract words. However, the subsequent two recall tests and the recognition test, which provided context, demonstrated improvement in recall scores and use of emotion-related words. The findings suggest that simply using a movie with diverse emotions does not guarantee that L2 learners will leverage emotions for language learning since L2 learners maintain an emotional distance in target languages and tend to focus on the linguistic aspects rather than emotions. Nonetheless, when contextual information was provided, participants demonstrated improved recall performance and greater use of emotion-related words.

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