1. Yi-Hui Chiu Presented by Chaelin Yu

2.   The effects of film dubbing projects were investigated in English as a Foreign Language (EFL) conversation classes  Emphasis on pronunciation  Brown (2001) “pronunciation [is] a key to gaining full communicative competence” Introduction

3.   Utilizes authentic film clips, learners dub the voices of muted characters.  Comparing to the traditional approach to pronunciation instruction, film dubbing is a supplementary method.  Burston (2005)- focus on the making of video clips for language learning.  Danan (2010)- utilized the film dubbing projects as translation venues. Film dubbing project

4. Despite the interest in film dubbing, recent studies have not offered empirical(practical) evalution of the effects of film dubbing projects in EFL context. Therefore, this study aims to explore two research questions 1.Is film dubbing an effective teaching approach in an EFL context? 2.If so, can doing film dubbing projects facilitate EFL learners’ acquisition of pronunciation and intonation? To what extent can film dubbing benefit language learners?

5.   Participants -Two whole classes of 83 freshmen in an EFL conversation course at an urban college in Northern Taiwan (randomly assigned) - Had previously undertaken a 1-year fundamental pronunciation course, had an understanding of basic pronunciation rules. Method

6.  Group A (experimental)  41 students  Participated in film dubbing. Group B (control)  42 students  Undertook a course without dubbing - Goal: Perform a synchronized presentation in front of the entire classes as a form of final exam ( participants, procedures, instruments, and data analysis )

7. Procedures (Group A)

8.   Instruments -A questionnaire and semi structured interviews (designed based upon feedback and interview data gathered from language learners in previous years) - Questionnaire consists of 33 statements with seven components ① how the approach met the goals of the learners ② the dubbing presentation ③ language use ④ dramatization to check awareness of intonational change ⑤ motivation and autonomy ⑥ teaching method ⑦ task-based approach Method

9.   Data analysis - Both quantitative and qualitative data were collected. - Interviews were transcribed and coded. - Common patterns were categorized. Method

10.   Analysis of the questionnaire strongly suggests that students consider film dubbing tasks to be effective to improve pronunciation.  The dubbing group outperformed the conversation group in terms of learners’ goals, dubbing presentation, language use, dramatization and task based.  Reactions of participants in the film dubbing group were overwhelmingly positive for the five categories. Results & Discussion

11.   The qualitative findings imply that the video dubbing projects are an effective means to improve pronunciation and intonation in several ways Results & Discussion

12. Conclusion

13. 1.Film dubbing helps learners to reduce mispronunciation: learners paid more attention to pronouncing words and phrases well. They noticed their mispronunciation after watching the films. 2.Learners improved in fluency by doing the projects: to perform within a limited period of time, learners did numerous rehearsals and they naturally became more fluent. 3.It helps learners raise awareness of intonation: students have to express emotion, so they listened to the original film and thus it facilitated the ability to improve intonation, stress, and linkage. Additionally, they learned how to use rising and falling intonation with different meanings. 4.Learners linked the pronunciation textbook with the casual use: they could notice featured discussed in the pronunciation textbook comparing to the compact discs that were in the book. 5.Film dubbing meets learners’ perceptions: the majority of the students desired the accents of native speakers. Students were very interested in imitating the accents and the phrases in film clips. They think that the approach will help them communicate more smoothly.