Boosting Students’ Motivation for Vocabulary Building with Original Movies
Abstract
The paper addresses the problem of maintaining students’ motivation to learn the syllabus-assigned vocabulary taken from classical texts. It suggests several ways of providing students with evidence, often such they have obtained themselves, of such classics-borrowed vocabulary being plentifully used in real-life contexts. Effective in this regard appears cross-checking the above-mentioned vocabulary with currently popular movies or TV shows, preferably to some degree mirroring real-world problems and environments. The paper particularly focuses on the benefits of making students investigate such movies for the under-study vocabulary to share their findings in class, and of first showing them the instructor-prepared compilations containing the vocabulary under study. This addition to the traditional learning routine helps breathe life into the “active” vocabulary, makes the memorizing process more motivated and effective, and favorably affects students’ attitude to classics.
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References
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