Using Film in the College-level KFL Classroom: Applying Theories and Developing Activities Young-mee Yu Cho⋅Hee Chung Chun⋅Ji-Young Jung (Rutgers University⋅Rutgers University⋅University of Pennsylvania) 유영미⋅전희정⋅정지영. 2014. 영어권 학습자를 위한 교육용 영화 선정 과 활용방안. 한국어 교육 25-4: 249-275. 본 연구는 미국 대학의 한국어 교육과정에서 활용하기 위한 교육용 한국 영화를 선정하고 그 활용 방안 을 보이는데 그 목적이 있다. 한국어 교육용 영화 선정 기준과 활용 방안 에 대해 논의한 기존의 연구들은 학습자 및 수업의 성격과 규모의 차이 등을 이유로 미국 대학에 직접적으로 적용하기에 무리가 있을 것으로 보 인다. 이에 본고는 미국의 한국어 교육 환경을 고려하여 언어 교육에서 영화의 활용이 갖는 장점과 의의, 교육용 영화 선정 기준 및 그 활용 방 안을 이론과 실제 교실에의 적용을 중심으로 논의하고자 한다. 특히 본 고는 13개 미국 대학의 한국어 프로그램에서 실제 사용되는 한국어 교육 용 한국 영화의 사용 현황을 조사하고, 그에 대한 교사 및 학습자의 실제 반응을 논의한다. 또한, 현재 미국의 두 대학의 한국어 교육과정에서 활 용하고 있는 한국 영화와 그 활용 방안을 문화간 의사소통 능력 신장을 위한 활동을 중심으로 살펴본다는 데 그 의의가 있다. 주제어: 미국 내 한국어 교육(Korean language education in America), 교육용 한국 영화(Korean films for educational purpose), 영화 선정 원리(Criteria for educational film), 문화간 의사소통 능 력 (Intercultural competence), 영화 활용 활동(Activities using film) 1. Introduction In the second decade of the 21st century, no one questions the view that 250 Yonug-mee Yu Cho Hee Chung Chun Ji-Young Jung the use of multimedia has great potential to enhance learning and that its effective use is one of the most motivational tools available for language teachers. Based on a survey of thirteen representative Korean language programs in the U.S., we conclude that, despite the consensus surrounding the effectiveness of using films in language education, Korean films have not been properly integrated into the first three levels of KFL classrooms. What’s more, the selection of films and the designing of instructional activities have been ad-hoc at best since there has been no serious discussion about what criteria should be applied in selecting appropriate films for language instruction and about how to identify and develop the types of meaningful activities that correlate with learner proficiency. Insofar as films provide an enhanced learning experience and a dynamic supplement to traditional formats, we aim to seek and share a new approach to using film in the KFL curriculum. The issues that need immediate attention are (1) What criteria should be applied in the selection process to avoid often-encountered pitfalls such as excessive nationalism, vulgar language, excessive sex/violence, gender stereotypes, and political incorrectness? (2) What is the most effective way to incorporate films into the KFL curriculum? (3) How can instructors exploit films to help develop not only students’ linguistic and functional skills but also their critical thinking and cross-cultural understanding? and (4) How do we incorporate history/culture as far as they are relevant to KFL according to the 5Cs of the ACTFL's National Standard s1)? These concerns are addressed in the present study in the following ways. First, we examine the previous studies on using films in foreign language 1) Please refer to Appendix 1 for detailed description on 5Cs. Using Film in the College-level KFL Classroom 251 education and the ways in which films are found beneficial. Then, based on the survey results of thirteen Korean language programs in the U.S. and the findings of previous research, we suggest eight criteria for selecting films for effective and meaningful language learning. The last section of the study discusses more specific ways to utilize films in the language classroom, focusing on the development of intercultural competence. In so doing, four successful examples of the use of films are presented to show how films can be a powerful tool for fostering cultural awareness, critical thinking, production of extended discourse, and intercultural understanding. 2. Literature Review For decades teachers in the field of foreign language (FL) and second language (SL) have used visual materials in class with varying degrees of sophistication and success, with the aim of facilitating students’ learning through authentic and natural representations. Visual materials such as films, dramas, documentaries, television news and commercial films constitute invaluable teaching materials as they provide students with rare opportunities to experience unedited language input (Dodds, 1997; Lee, 1999; Rifkin, 2000; Du et al., 2001; Etienne & Sax, 2006; Sturm, 2012). For instance, Dodds (1997) implemented visual elements into an intermediate-level German class and encouraged students to use the vocabulary they heard in small-group discussions and writing assignments. Quite remarkably, after watching segments of about 15 minutes twice in the same week, students improved target language reception from an intermediate-low or intermediate-mid level to an advanced level. In addition, by the end of the semester, most students were able to successfully narrate their versions of the film plot, using 252 Yonug-mee Yu Cho Hee Chung Chun Ji-Young Jung appropriate grammar patterns. Under the task-based learning approach (TBL), Rifkin (2000) also reported encouraging results after using four films for one semester in his advanced Russian class and concluded that film was useful for students because the visual and aural components helped them to perform such linguistic functions as “speech narration, description, argument, and hypothesis.” (p.66) Throughout the semester, he also observed the unfolding of a developmental sequence, starting from a string of sentences, growing to a description and a short narration, then to a comparative discussion, all the way to building an argument. Films are also shown to provide students with an opportunity to learn language use in context. As Lee (1999) assumed in her research, a film is a form of colloquial text, reproducing an authentic discourse. Therefore, a film in the a second language (L2) class will provide a specific situation for a communication (Du et al., 2001) and works as “situational parameters or extra-linguistic cues” (p.938) that will guide the student to determine the appropriateness of language in a given situation (Etienne & Sax, 2006). Furthermore, past research has shown that students enjoyed working with films more than with other texts, thus bringing about a refreshing change from a traditional classroom setting (Dodds, 1997). Films are particularly attractive to young adults since they, as digital natives, are quite used to taking advantage of multimedia for the purposes of learning (Sturm, 2012). Choi and Yi (2012) utilized in their advanced Korean courses a variety of media types (e.g. television dramas, television shows, films, music videos, internet blogs) and concluded that using pop culture, including films, in the classroom is highly motivational. Within a communicative language teaching (CLT) approach, Sturm (2012) focused on how to implement a film-based pedagogy in L2 (Second Language) Using Film in the College-level KFL Classroom 253 courses and argued that a film could be an efficient tool for language teaching because it “evokes a variety of emotional and intellectual responses.” (p.255) It also enables students to interpret cultural meanings properly, rehearse them in class, and meaningfully apply them their own lives. (Tognozzi, 2010). The advocates believe that films function as a bridge between contexts inside and outside of the classroom (Choi & Yi, 2012) and can be utilized not only for their classroom activities as writing, discussion, or presentation (Dodds, 1997) but also as a means of communication in a realistic context (Sturm, 2012). Finally, visual materials, especially films, are a user-friendly tool for FL and SL teachers as well. They lend themselves to a variety of options (1) in its format-online streaming, video-tape, and DVD, (2) in available contents and topics, and (3) for applicable tasks in pedagogical situations (Han, 2005). Also they are relatively short compared to a series of television dramas or television shows, and thus less subject to time constraints. 3. Survey of Film Use in the Korean Classroom In May 2014, we conducted an online survey to understand the current practices in the use of Korean films in Korean language courses in U.S. universities. An online survey tool, Qualtrics was used to gather information because of its convenience in creating question items and analyzing results. Thirteen universities were selected based on the consideration of several factors such as the characteristics of the university (large state institutions, private universities, liberal art colleges, etc.), the size of the programs, and the regional balance. Respondents were people who are either in charge of the program or knowledgeable enough about the entire programs to answer the questionnaire. 254 Yonug-mee Yu Cho Hee Chung Chun Ji-Young Jung Survey questions were developed on the basis of a thorough review of previous literature and they focused particularly on selection criteria and the range of practical applications of Korean films in the classroom. Survey questions included but were not limited to the following: (1) Sample Survey Questions 1. Have you ever used films in your Korean language course(s)? 2. List movie titles you have used and indicate which courses they were used for. 3. Which movies are you satisfied with for classroom use? Explain. 4. Are there any movies that you have not used yet but would like to use in the near future? Explain. 5. Were there any movies that you would never use again? Explain. 6. Were there movies where the students’ responses were very different from your expectations? Explain. 7. What did you intend to teach with each film? 8. What classroom activities and/or homework assignments did you use? Indicate which courses. 9. What classroom activities and/or homework assignments worked best for each movie? Explain.