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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Second/Foreign Language Learners and Narrative Film Comprehension :/
其他題名:	An Intercultural Reception Study.
作者:	Killick, Natalie.
面頁冊數:	1 online resource (303 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
標題:	Reading instruction. -
電子資源:	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:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

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