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Bend It Like Beckham in the EFL-Classroom Preparing Students for the Matura with Popular Film

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Bend It Like Beckham in the EFL-Classroom Preparing Students for the Matura with Popular Film Bend it Like Beckham in the EFL-Classroom Preparing Students for the Matura with Popular Film Masterarbeit zur Erlangung des Mastergrades an der Kultur- und Geisteswissenschaftlichen Fakultät der Universität Salzburg Fachbereich: Anglistik und Amerikanistik Gutachter: Univ.-Prof. Dr. Ralph Poole, MA eingereicht von Dr. Michaela Baur, B.Ed.(Univ.) Salzburg April 2018 Table of Contents List of Abbreviations ...............................................................................................................1 Introduction ...........................................................................................................................1 1 The Austrian Matura .......................................................................................................5 1.1 The “Vorwissenschaftliche Arbeit (VWA) .................................................................6 1.2 The written part of the Matura ...............................................................................7 1.2.1 Skills tested in the written exam ......................................................................7 1.2.1.1 Reading .......................................................................................................8 1.2.1.2 Listening ....................................................................................................11 1.2.1.3 Language in Use ........................................................................................15 1.2.1.3.1 Vocabulary ..........................................................................................16 1.2.1.3.2 Grammar .............................................................................................18 1.2.1.4 Text Writing ...............................................................................................20 1.2.1.4.1 The essay .............................................................................................21 1.2.1.4.2 The article ...........................................................................................21 1.2.1.4.3 The report ...........................................................................................21 1.2.1.4.4 The blog...............................................................................................21 1.2.1.4.5 The email .............................................................................................22 1.3 The oral part .........................................................................................................22 1.3.1 Skills tested in the oral Matura ......................................................................22 1.3.1.1 Pronunciation ............................................................................................25 1.3.1.2 Pragmatics .................................................................................................26 1.3.1.3 Culture ......................................................................................................28 2 Film in the Austrian Curriculum for English ...................................................................31 2.1 Why teachers should show films ...........................................................................32 2.1.1 Formal and Informal Language/Colloquial language ......................................35 2.1.2 Culture ..........................................................................................................36 2.1.3 Grammar .......................................................................................................37 2.1.4 Speaking - Vocabulary ...................................................................................37 2.1.5 Speaking – Pronunciation and Intonation ......................................................38 2.1.6 Listening ........................................................................................................38 2.1.7 Reading .........................................................................................................39 2.1.8 Writing ..........................................................................................................40 2.2 Challenges in showing films in school ....................................................................40 2.3 Approaches of using films in the language classroom ............................................41 2.4 Subtitles ................................................................................................................44 3 From Literacy to Film Literacy .......................................................................................47 3.1 What is literacy? ...................................................................................................47 3.2 What is film literacy?.............................................................................................48 4 Teaching Bend It like Beckham – Film Analysis ..............................................................55 4.1 Step one – The Plot ...............................................................................................55 4.2 Step two – The Characters ....................................................................................55 4.3 Step three – Technical elements of a film ..............................................................56 4.4 Step four – Film theories – ideology and message .................................................56 4.4.1 Psychoanalytical Film Theory .........................................................................58 4.4.2 Marxist Film Theory .......................................................................................59 4.4.2.1 Ethnic identity and class ............................................................................60 4.4.3 Genre Theory ................................................................................................60 4.4.4 Feminist/Gender Film Theory ........................................................................62 4.4.4.1 Multiculturalism and Gender .....................................................................64 4.4.5 Queer Film Theory .........................................................................................64 4.4.5.1 Women, Sport and Sexuality/Homosexuality .............................................66 4.4.6 Reception Theory ..........................................................................................67 4.5 Activities for using Bend it Like Beckham in school ................................................68 4.5.1 Intercultural aspects ......................................................................................69 4.5.1.1 Social groups – ethnic identity/integration ................................................69 4.5.1.2 Football .....................................................................................................70 4.5.2 Social groups (minorities – Indians in the United Kingdom) ...........................71 4.5.3 Tradition and Change ....................................................................................74 4.5.3.1 Religion .....................................................................................................74 4.5.4 The role of women ........................................................................................74 4.5.4.1 Prejudices – social groups ..........................................................................75 4.5.5 Living – housing .............................................................................................75 4.5.6 School and education ....................................................................................76 4.5.7 Personal future..............................................................................................76 4.6 Linguistic and grammatical features ......................................................................77 4.6.1 Phrasal verbs and idioms ...............................................................................77 4.6.2 Different registers .........................................................................................78 4.7 Using Bloom’s Taxonomy ......................................................................................78 5 Conclusion ....................................................................................................................80 6 Bibliography..................................................................................................................86 7 Appendix ......................................................................................................................92 8 Eidesstattliche Erklärung ............................................................................................. 100 List of Abbreviations Common European Framework of Reference for Languages CEFR Mother tongue L1 Foreign language/Second language L2 Content and language integrated learning CLIL 1 Introduction Students taking their school-leaving exams in Austrian grammar schools need to prove that they are competent users of English. Instructions and schoolbooks might not suffice as resources for reaching this goal. Popular films as an additional exciting opportunity are the missing link to equip students with the language skills they need to be competent language users in the 21st century. Films are one means to assist students in learning not only the four skills traditionally taught for years but also cultural and intercultural skills as well as film literacy skills needed to be competent users of English. Whereas until the
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