New+Media-Based+Language+Learning-Haixia+He

**I. Research Question**
Although some researchers did study on media used in teaching English, much in the way of empirical work. Many teachers use film for non-eudcational purpose, including filling time, as a break from learning or as a reward for students good behavior. In order to make film and other media technologies truly educational, a formal and theoretical teaching activities and curriculum based on new media are needed to be explore and created. How media technologies enhance second language learning? What kind of activities can better practice learners' listening, speaking, reading and writing skill.

**II. I Wonder**
I wonder h ow instructional practices with media and technology may enhance second language learning. Can language students learn the practice of critical analysis at the same time they are developing language skills? Do print advertisements analysis can enhance language skill? Do film-based activities well practice language learners' four skill?

**III. My Work Plan**
I’m planning to design some media-based language learning and teaching strategies and activities to study how media, such as analyzing advertisements, creating news report, watching TV shows, creating website, making videos and film clips, can be produced as an effective and powerful tool to better practice learners’ language skill. The start part will focus on film-based activities to facilitate language learners' four skills, a curriculum with clear syllbus is needed to be designed.

**IV. My Expectations**
By researching the literature, designing the curriculum and puting the activities into practice, I want to prove film-based activites are truely an effective way to develop language learning. In the future, a media-based second language learning center will be established to engage learners in enjoying learning second language with the activities based on media.

GREENLIGHTED. You will be reading the existing literature, observing teachers using innovative strategies, and developing your own curriculum. Wow!

**Precis of the Article**://Media Literacy in ESL/ESL Classroom: Reading Images and Cultural Stories//
In this article, the author encourage to stress the importance of developing **media** **literacy** in the English-as-a-Second/Foreign-Language classroom, not only as a way to incorporate mass media as a source of linguistic input but also as a tool for learning to interpret multiple layers of messages and to separate mediated images of people, places, things, ideas, and values from those of the real world. For language teaching, multiliteracies has many implications, one being that students learn to read and understand the dynamic interplay among their own identities and the texts, images, and cultural stories of mass media. As Norton and Toohey (2001) point out, a successful language learner is not measured solely by mastery of linguistic knowledge but by participation in multiple conversations in the target language community. As a strong element of popular culture in many English-speaking communities, media are an undeniable part of multiple conversations to which language learners need access. Mass media offers a richness of linguistic input, but ESL/EFL students need to know how to interpret the messages being conveyed in order to understand and relate to the social and cultural practices and values of the target language community. The inﬂuence of media comes not from explicitly telling people what to think, but from tacitly, consistently, and repeatedly presenting stories that indirectly cultivate or formulate beliefs about the real world. The notion of cultivation is easy to represent visually through a simple drawing of a seed that is planted, grows, and ﬂourishes. The seed is an idea that a person may have about another culture; the water and nutrients this plant receives is analogous to the media images that make the idea grow. Individual choices, selections, and experiences can be compared to the soil and weather conditions that affect the growth. Cultivation theory serves as a framework within which students examine their favorite movies, TV programs, Web sites, or magazines. Mass media offer a variety of visual, audio, and written texts that can be used in many classroom contexts to develop literacy skills. The author describes three instructional opportunities for integrating media literacy into ESL/EFL classrooms: (1). rhetorical analysis of advertisements Advertisements as Reﬂections of Culture I use advertisements for automobiles as the context for describing this activity. First, the text of an advertisement contains both denotative and connotative meanings. Second, the imagery in advertisements conveys an enormous amount of information. Discussion of how these images appeal to students can be linked to the third category, cultural appeal. (2). Content analysis of people in TV and ﬁlm TV and Film Portrayals of People A content analytical approach to TV and ﬁlm also challenges students to look deeper into the verbal and nonverbal messages about culture and society. (3). Broader social analysis of powerful cultural stories The Same Old Stories In addition to speciﬁc student projects, certain stories told by media reﬂect larger conversations of society and can be connected to issues related to language learning. The author’s ﬁrst example is the image of the American Dream as cultivated on U.S. TV and in U.S. ﬁlms, magazines, andadvertisements. A second example of stories that language learners (and everyone) consume regularly through media are those that cultivate fear. The use of accent as a character trait in TV and ﬁlm provides a useful framework for allowing students to talk about stereotypes, again without having to share the author’s personal experiences. Media is such a dominant storyteller in today’s cultures that media literacy is becoming an essential part of what teachers and students need to know in order to be competent communicators.
 * __ 1.Media Literacy in Language Learning __**
 * __ 2. Introducing Media Literacy to the Language Classroom __**
 * __ 3. Incorporating Media Analysis Into Language Learning __**
 * Conclusion **

** Reference **
Quinlisk, Chamberlin Carla. 2003. Media Literacy in the ESL/ESL Classroom: Reading Images and Cultural Stories. //TESOL Journal//. v12, n3 p35-40.