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Implications for English Language Teaching Durham E-Theses An investigation into how Chinese college students make sense of lms and TV series from an intercultural perspective: Implications for English language teaching YANG, HUI How to cite: YANG, HUI (2011) An investigation into how Chinese college students make sense of lms and TV series from an intercultural perspective: Implications for English language teaching, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/779/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 An Investigation into How Chinese College Students Make Sense of Films and TV Series from an Intercultural Perspective: Implications for English Language Teaching (Linda) Hui Yang A Thesis submitted for the degree of Doctor of Philosopy in Education School of Education February 2011 ii For my parents and my husband. 献给我的父母和我的丈夫。 iii iv Abstract Title: An Investigation into How Chinese College Students Make Sense of Films and TV Series from an Intercultural Perspective: Implications for English Language Teaching Author: (Linda) Hui Yang Abstract: This study investigates how Chinese College Students (CCSs) make sense of foreign films and TV series from an intercultural perspective, and then explores the theoretical and pedagogical implications of the findings on the use of foreign films and TV series in English language teaching, particularly for developing students’ intercultural communicative competence. The study employed a questionnaire survey and multiple-stage semi-structured interviews. Research subjects were second-year or above CCSs with students from 15 Beijing universities participating. The empirical findings suggest that: • In the Chinese context, foreign films and TV series are the main resource Chinese college students use, and the one they prefer to use, to learn about the U.K. and the U.S.A. • Making sense of foreign films and TV series is a highly complex and dynamic process which is culturally specific. Chinese college students’ undertake sense-making activities which fall into five main categories: 1) comprehending the plot; 2) compare: identifying differences; 3) compare: identifying similarities; 4) re-contextualizing; and 5) perceiving as realistic. These sense-making activities tend to be intertwined and occur on various levels. • These sense-making activities affect Chinese college students’ understanding of and attitudes to foreign people and culture, as well as to local people and culture. A Foreign Media Sense-Making (FMSM) model is developed based on the sense-making activities identified and the variables which influence them. This model provides a theoretical framework suggesting how foreign films and TV series can be used to develop students’ intercultural communicative competence in the English language teaching classroom, and an intercultural approach to the use of foreign films and TV series in ELT is suggested. The findings give valuable insights and have practical implications for those interested in using foreign films and TV series in ELT. The FMSM model provides a conceptual framework and useful resource for the development of future research and teaching programmes. v vi Table of Contents Abstract ........................................................................................................................................ v Table of Contents ........................................................................................................................ vii Acknowledgements ...................................................................................................................... xi Declaration .................................................................................................................................. xii Statement of Copyright ............................................................................................................... xii Chapter One: Introduction ........................................................................................................... 1 Chapter Two: Research Context ................................................................................................... 6 2.1 Education Systems in China ........................................................................................... 6 2.1.1 School Education System .................................................................................. 7 2.1.2 English Language Education in the School Education System ............................. 7 2.2 Media Censorship and Piracy in China ........................................................................... 9 2.2.1 Media Censorship in China .............................................................................. 10 2.2.2 Media Piracy in China ..................................................................................... 11 2.3 Chapter Summary ........................................................................................................ 12 Chapter Three: Literature Review............................................................................................... 13 3.1 Mass Media Communication & Effects......................................................................... 13 3.1.1 Mass Communication Models ......................................................................... 14 3.1.2 Media Effects .................................................................................................. 19 3.2 Intercultural Communicative Competence in ELT ......................................................... 25 3.3 Films & TV Series in ELT ............................................................................................... 32 3.3.1 Films in ELT: Non-Chinese Context .................................................................. 32 3.3.2 TV Series in ELT: Non-Chinese Context ............................................................ 41 3.3.3 Films in ELT: Chinese Context .......................................................................... 41 3.3.4 Summary ........................................................................................................ 51 3.4 Conclusion ................................................................................................................... 54 Chapter Four: Empirical Study, Research Questions and Methodology ...................................... 56 4.1 Research Questions ..................................................................................................... 56 4.2 Research Methodology ................................................................................................ 58 4.2.1 Questionnaire ................................................................................................. 58 4.2.2 Semi-structured Interview .............................................................................. 61 4.3 The Pilot Study ............................................................................................................ 65 4.3.1 Pilot Questionnaire ......................................................................................... 66 vii 4.3.2 Pilot Semi-structured Interview ....................................................................... 67 4.3.3 Reflections on the Pilot Study .......................................................................... 67 4.4 Ethics Issues ................................................................................................................. 68 4.5. Fieldwork .................................................................................................................... 71 4.5.1 Sampling ......................................................................................................... 71 4.5.2 Data Collection ................................................................................................ 72 4.6 Validity and Reliability .................................................................................................. 74 4.7 Data Analysis Techniques ............................................................................................. 79 4.7.1 Grounded Theory ............................................................................................ 80 4.7.2 Bilingual Coding Techniques ............................................................................ 80 4.7.3 Bilingual Data Presentation ............................................................................. 83 4.8 Valuable Extra .............................................................................................................. 84 Chapter Five: Data Analysis – Research Questions 1 & 2 ............................................................. 85 5.1 Research Question 1 .................................................................................................... 86 5.2 Research Question 2
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