This study aims to investigate how English teachers in Sweden use fictional movies and TV series in their classrooms, in order to discover the potential they can have for students’ language proficiency, literacy, and cultural knowledge. The data is collected through a questionnaire distributed to 65 teachers in lower- and upper-secondary school, and secondary adult education. In the questionnaire the teachers are asked about their general habits in using fictional movies and TV series, such as how often they use them and whether they involve their students in the choosing of movies and TV series or not. Furthermore, the 65 respondents are asked what factors they take into consideration when choosing a movie or TV series, how they relate the viewing to the syllabus, what areas of language proficiency they most often address through the viewing, how they introduce the viewing to their students, and what intentional and accidental purposes they believe movies and TV series can serve. The results show that most teachers use fictional movies to a greater extent than fictional TV series. Furthermore, the results show that most teachers provide clear aims to their viewing of movies and TV series, as well as having clear connections to the different syllabuses. It is also evident that teachers see movies and TV series as a valuable resource when developing their students’ language proficiency, literacy, and cultural knowledge.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-48788 |
| Date | January 2020 |
| Creators | Åhl, Rebecka |
| Publisher | Högskolan för lärande och kommunikation, Jönköping University, HLK, Ämnesforskning |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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