Developing a multimodal language learning approach : using video dubbing activities in teaching Chinese language in Hong Kong = 發展多形態語文學習模式 : 於香港中國語文教學中設置影視配音活動

Abstract

Video dubbing is a process of television and film production performed by professional artists who speak with appropriate and effective language in order to convey designated emotions of characters and atmosphere of different scenes. This skill of speaking is important in video production and also in the real world as oral communication with appropriate tones is essential to social life. Researches have been done on the use of video dubbing activities in language classrooms. However, most studies focus on second language vocabulary and language form acquisition, and the effect of a sequential model of dubbing activities in enhancing a particular speaking ability has not been tested. In view of this gap, this research studies the effectiveness of a designated sequential model of video dubbing activities in the first language classroom. The sequential learning model is derived from the professional film dubbing procedure: observation of the scene, listening to the original sound track, discussion with the instructor, and finally producing the desirable emotional expression. The research is a multiple case study on the effect of using video dubbing activities in Hong Kong Chinese Language classrooms. Firstly, a quasi-experiment is carried out in a studio to test the effect of the designed sequence of video-dubbing activities on 10 randomly selected S3 students. Secondly, a case study is carried out in a local school. 3 teachers are trained to conduct the tested video-dubbing activities in their Chinese classes for 2 weeks. The effect is measured by the results of pre-test and post-test of the participated students. In addition, the 3 participated teachers and 13 randomly selected participated students are interviewed. Their comments are analyzed in quantitative and qualitative methods. Results prove that the sequential model of dubbing activities is effective in enhancing the speaking ability of the participated students, regarding their expression of emotions in speeches. Each of the three steps of dubbing activities was tested to be effective with high value added to the participants’ speaking performance. The learning model is also proved to be effective and practical by the spoken comments of both parties, participated teachers and students.