A Study On Visual-audio-oral Courses Assisted By Original English Movies In College English Teaching

College visual-audio-oral course plays an important role in College English because it offers a platform for students to practice listening and speaking competence. However, students are sometimes not interested in textbooks and can not apply what they have learnt in their daily life effectively. Original English movie is a good resource for listening and speaking teaching because it provides learners abundant authentic learning materials and creates a life-like environment for learning. Teaching with Original English movies can make good use of Comprehensible Input based on Krashen’s Input hypothesis and help students to produce more effective Output. Compared with traditional teaching methods and materials from textbooks, teaching assisted by Original English movies can stimulate their interest and increase their enthusiasm in English learning.Moreover, movie is a good stimulus to attract students’ attention and a good teaching resource combining with ESA teaching method. ESA teaching methods includes three teaching elements:Engage, Study and Activate. Teachers can display the movie at the beginning of the class and then teach language usage and related knowledge according to the particular movie. Relevant activities are a good stimulus to enhance students’ understanding from previous classes.This thesis introduces the present situation in Minzu University of China (MUC) of movie teaching and College English course and reviews the history of movie teaching abroad and at home. Methodology basis are Krashen’s Input and Merrell Swain’Output Hypothesis. The author also applies ESA teaching theory to guide practical teaching. This thesis involves 110 sophomores as experiment subject to find out:(1) students’attitudes towards learning from movies; (2) what kind of class activities can be used in class; (3) the author tries to design a suitable teaching and testing modes assisted by Original English movies.The conclusion from this study can be drawn that most of the students prefer learning from Original English movies than from textbooks for the reason that movies are more interesting and are close to daily life. Students’ enthusiasm and passion in learning are greatly raised by movies and therefore can improve their listening and speaking proficiency. Based on these findings, feasible classroom activities are designed to fit the need of this course. Activities are classified into four categories according to different stages in class process, namely, About the Movie, Into the Movie, Acting the Movie and Articles for Further Understanding. At last, the author gives a conclusion and offers some suggestions for future study and points out the limitation of the present study.