Using Feature Films to Teach English-Speaking Cultures in Elementary English Classrooms

초록

The purpose of this study was to explore effective pedagogical approaches for teaching English-speaking cultures through the integration of feature films in elementary English classrooms. Feature films serve as valuable instructional resources, offering young learners authentic, real-world linguistic input and rich cultural context in a natural, engaging format. This paper first establishes a theoretical foundation by discussing the specific criteria required for appropriate film selection and presenting a structured framework for cultural classification within primary foreign language education. Adhering to these established criteria, two carefully chosen feature films were analyzed to provide practical instructional models for elementary EFL educators seeking to implement film-based culture lessons. The qualitative analysis of the selected scenes yielded distinct categories of cultural data. From the first film, target cultural elements included social manners, common interjections, forms of address, a culture of consideration, and landmark attractions in the UK. The analysis of the second film focused primarily on American elementary school culture, including school facilities, typical daily schedules, and contextual forms of address. Based on these empirical findings, the study presents practical teaching strategies for elementary English educators and discusses ways to foster learners’ intercultural communicative competence. This research moves beyond theoretical discussion to provide practical guidance grounded in specific audiovisual materials, enabling teachers to effectively design and implement culture-based film lessons.

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