國立虎尾科技大學 |

Second/Foreign Language Learners and Narrative Film Comprehension : = An Intercultural Reception Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Second/Foreign Language Learners and Narrative Film Comprehension :/
Reminder of title:	An Intercultural Reception Study.
Author:	Killick, Natalie.
Description:	1 online resource (303 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Audiovisual materials. -
Online resource:	click for full text (PQDT)
ISBN:	9798371947116

Second/Foreign Language Learners and Narrative Film Comprehension : = An Intercultural Reception Study.
Killick, Natalie.

Second/Foreign Language Learners and Narrative Film Comprehension :An Intercultural Reception Study. - 1 online resource (303 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2022.

Includes bibliographical references

Sociocultural concepts (Krashen, 1981; Vygotsky, 1978; Wood et al., 1976) and a constructivist narrative film theory (Bordwell, 1985) offer interdisciplinary insights for a study exploring second/foreign language (L2/FL) interpretations of two intercultural films (films made in linguistically and socioculturally diverse contexts) with English audio/dubbing (Chafe, 1980; Desilla, 2014; Erbaugh, 2010). A qualitative reception study examined the potential of intertextual (i.e., knowledge of other texts) and cultural information as learning scaffolds as well as style and narrative cues as forms of comprehensible input used by post-secondary international Chinese and domestic Canadian students as they watched sequences from Shaolin Soccer (Chow, 2001) (English dubbed) and Dodgeball: A True Underdog Story (Thurber, 2004). Sociocultural concepts highlight the interdependent, collaborative, and mediating relationship between intercultural narrative cinematic systems and the viewer's prior textual and personal experiences used to scaffold their comprehension (Vygotsky, 1978; Wood et al., 1976). A constructivist theory of film narration is informed by sociocultural concepts to describe film's narrative structures and stylistic devices as multiple forms of comprehensible input (Bordwell, 1985; Branigan, 1992; Krashen, 1981). Findings demonstrated that while the Chinese and domestic Canadian audiences did not always interpret audio-visual information the way the filmmakers intended, overall comprehension of the U.S. and Chinese film clips (with English audio) was nevertheless effectively achieved using a personal mixture of prior knowledge and narrative information. For instance, groups relied heavily on intertextual knowledge and cultural information from their background as resources for comprehension. Additionally, while some of the participants felt they could not describe the function of the narrative film elements using technical film language, they nonetheless used narrative and stylistic cues to justify their interpretations of the film sequences. These findings highlight the need for more intercultural media literacy pedagogy within the L2/FL classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798371947116Subjects--Topical Terms:

1469944
Audiovisual materials.
Index Terms--Genre/Form:

554714
Electronic books.

Second/Foreign Language Learners and Narrative Film Comprehension : = An Intercultural Reception Study.
LDR:03616ntm a22004217 4500 001 1144796
005 20240611104920.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798371947116
035 $a (MiAaPQ)AAI30232185
035 $a (MiAaPQ)oaiirlibuwocaetd11627
035 $a AAI30232185
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Killick, Natalie. $3 1469943
245 1 0 $a Second/Foreign Language Learners and Narrative Film Comprehension : $b An Intercultural Reception Study.
264 0 $c 2022
300 $a 1 online resource (303 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Taylor, Shelley.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2022.
504 $a Includes bibliographical references
520 $a Sociocultural concepts (Krashen, 1981; Vygotsky, 1978; Wood et al., 1976) and a constructivist narrative film theory (Bordwell, 1985) offer interdisciplinary insights for a study exploring second/foreign language (L2/FL) interpretations of two intercultural films (films made in linguistically and socioculturally diverse contexts) with English audio/dubbing (Chafe, 1980; Desilla, 2014; Erbaugh, 2010). A qualitative reception study examined the potential of intertextual (i.e., knowledge of other texts) and cultural information as learning scaffolds as well as style and narrative cues as forms of comprehensible input used by post-secondary international Chinese and domestic Canadian students as they watched sequences from Shaolin Soccer (Chow, 2001) (English dubbed) and Dodgeball: A True Underdog Story (Thurber, 2004). Sociocultural concepts highlight the interdependent, collaborative, and mediating relationship between intercultural narrative cinematic systems and the viewer's prior textual and personal experiences used to scaffold their comprehension (Vygotsky, 1978; Wood et al., 1976). A constructivist theory of film narration is informed by sociocultural concepts to describe film's narrative structures and stylistic devices as multiple forms of comprehensible input (Bordwell, 1985; Branigan, 1992; Krashen, 1981). Findings demonstrated that while the Chinese and domestic Canadian audiences did not always interpret audio-visual information the way the filmmakers intended, overall comprehension of the U.S. and Chinese film clips (with English audio) was nevertheless effectively achieved using a personal mixture of prior knowledge and narrative information. For instance, groups relied heavily on intertextual knowledge and cultural information from their background as resources for comprehension. Additionally, while some of the participants felt they could not describe the function of the narrative film elements using technical film language, they nonetheless used narrative and stylistic cues to justify their interpretations of the film sequences. These findings highlight the need for more intercultural media literacy pedagogy within the L2/FL classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Audiovisual materials. $3 1469944
650 4 $a Enrollments. $3 1468613
650 4 $a Pedagogy. $3 1148703
650 4 $a Media literacy. $3 557156
650 4 $a Foreign students. $3 1466383
650 4 $a Language acquisition. $3 554986
650 4 $a Audiences. $3 1172302
650 4 $a English language. $3 554988
650 4 $a Motion picture directors & producers. $3 1372622
650 4 $a Foreign language learning. $3 1241369
650 4 $a Materials selection. $3 1469945
650 4 $a Classrooms. $3 859839
650 4 $a Genre. $3 1108142
650 4 $a Second language learning. $3 1465858
650 4 $a Semiotics. $3 559892
650 4 $a Reading comprehension. $3 567443
650 4 $a Multiculturalism & pluralism. $3 1465851
650 4 $a Education. $3 555912
650 4 $a Alternative dispute resolution. $3 1184607
650 4 $a Bilingual education. $3 1148431
650 4 $a Film studies. $3 1179264
650 4 $a Foreign language instruction. $3 1241370
650 4 $a Language. $3 571568
650 4 $a Multicultural education. $3 556370
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0456
690 $a 0515
690 $a 0649
690 $a 0282
690 $a 0900
690 $a 0444
690 $a 0679
690 $a 0455
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Western Ontario (Canada). $3 1184598
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30232185 $z click for full text (PQDT)