Whole Film Approach

The whole film approach is an approach with which a film is appeared completely and studied all in all. It generally takes maybe a couple hours as opposed to the regular video-showing systems, for example, sound off/vision on, sound on/vision off, pause/freeze-frame control, cluttering sequence and split viewing, among others (Stempleski, 2000). This methodology stays away from turning on and off a film video, rewinding it, replaying it and dissecting it in piecemeal design. Shea (1995) contends powerfully that utilizing motion pictures as a part of their whole is a hypothetically and observationally stable method for teaching English: "In the event that I cut up the film in five moment portions, concentrating on the linguistic

structure and the form of the language, the students may never have perceived the passionate power and account element of the video as a tale about imperative things in the human experience, tasteful and moral things like dreams, imagination, and commitment; things that drive language and eventually fortify learners to learn it in any case" (p. 5). A short-fragment methodology might be helpful with most sorts of recordings, e.g., TV ads, or news to supplement content materials.

Be that as it may, "if communication is to be stressed, the complete open procedure of a film is all together as the vehicle for study. Fanatical word-by word study methodologies can be dodged via preparing students to create gist understanding by means of key discussions and lines of dialog and in this way producing numerous chances for language advancement in each possible skill direction" (Wood, 1995, p. 110). Utilizing such a thorough approach would be less time-consuming and more legitimate, cognizant, and propelling for students (Chung, 1995). Demonstrating complete film improves student motivation to such a degree, to the point that students are noticeably impressed with the amount English they can make sense of. Their certainty takes off when they understand that understanding a motion picture is not as troublesome as they had initially envisioned. In order to make movies more comprehensible and to use them more effectively in class some activities and exercises may be followed:

Movie Poster: It is high-def, full colour, photocopies well, looks crisp on overhead projection, or e-media.

Preview Questions: To activate students' knowledge of the movie topic, to get them somewhat immersed in the world they were about to enter. Students are divided into small groups to discuss both the setup and the preview questions Vocabulary Preview: The selected vocabulary is given to students with their meanings/definitions that are specific to the context of the word as it is used in the movie. These vocabulary items may include words for example jargon, slang, and vulgar words in the sequence they are experienced in the movie. Thus, students gain valuable awareness of appropriate language expression.

Preview Prompts: Teacher initiates a discussion and help students activate vocabulary and syntax for a productive viewing and learning experience.

Movie Quotes: Movie quotes help students mimic pronunciation, attitude, and style.

Pause and Discuss: They are good places to stop the movie and react, with opportunities to discuss a recent aspect of the movie including vocabulary, description of a scene, detail comprehension, inference, or opinion. Before starting the movie, it's a good idea to advise the students that the movie will be paused from time to time so that it can be discussed, usually in pairs or small groups with comprehension questions.

Small-Group Review: Students in groups of three or four take turns sharing their opinions about the movie. The teacher circulates and monitors in order to make sure everyone is participating. The advantage of the Small-Group Review is that everyone gets a chance to talk about movie and the situation is less stressful to those who are shy about doing oral presentations in front of the class.

Who Says What: Students may be divided into teams to compete against each other. Students take turns speaking a quotation of their choosing in character and ask who says this line of dialogue. The other group(s) must guess correctly for points. Teacher is a sort of referee, tally the points, and provide the correct answer as needed.

Take-Away Questions: It can be for all or small-group discussion. Students are prompted to summarize the movie (or an important aspect), describe a favourite character, or express an opinion.

Essay Question: It is based on content and structured around rhetorical style (e.g. summary, compare/contrast). Teachers may instruct students to support their thesis with specific examples or teachers might prefer to use a different essay question.

Furthermore, the constrained measure of listening input has been a weakness for EFL learners to learn sensible and current utilization of English. Fragment sound recordings going with course readings intended for EFL learners barely prepare learners for full-length listening in advanced studies. Furthermore, "the language in the greater part of current prominent EFL authentic materials… typically contains approximately 20% culture-specific expressions or ideas and can subsequently serve as smooth raid into the real English-speaking world" (Kress, 2003, p. 34).

Whole film approach with rich contact to authentic listening encourages learners' listening strategy training, as well as accomplishes attention to pragmatics which as a fundamental component of communicative competence.

In order to make use of the film, teachers should take into consideration the interest and versatility of the film from a linguistic, cultural and thematic point of view when selecting it.