One of the strategies used by the p

One of the strategies used by the participants in this study was to watch the movie based on Wuthering Heights and Great Expectations when they had problems reading the respective texts. The students were not told by the lecturer to watch a movie or to refer to online resources. The students of their own accord looked for movies on Youtube and watched the movies as they read the novels.

The extracts below are from students’ responses to reading the canonical texts, Wuthering Heights and Great Expectations. The students indicate how they use movies to help with their reading and understanding of the respective novels.

I searched for the movie on Youtube and found it, if at least I watched it could help me understand. Chad/Great Expectations

Chad depended on his prior knowledge of the availability of movies on Youtube to search for the film based on the canonical text. He was confident that watching the movie would help him understand the canonical text. Thus, the movie was an entry point and also a scaffolding for him to understand the text.
357 Rajandaran Perumal / Procedia - Social and Behavioral Sciences 123 ( 2014 ) 353 – 360

…watched a short clip of the movie on youtube. I kept pace of the movie with the reading of the novel. Melissa/Wuthering Heights

Melissa who watched the movie on Youtube had her own design of reading and watching the movie. She “kept pace” her reading of the text with watching the movie. She read five to six chapters and watched the movie to the point of the chapters that she had read. She then, wrote her journal entries after having a better understanding of what she had read by watching the movie.

I used the help of a movie to give me a general picture of what the novel (Great Expectations) was about. In addition to that, I got a deeper understanding and clearer picture of what it might have been like then. I can proudly say that the movie brought life to the pages of Great Expectations. David / Great Expectations

David’s understanding of the novel was at different levels. He used the movie to get a general idea of the novel. He also managed to get a deeper understanding of the novel by watching the movie. As a person who has not travelled abroad, he depended on the movie to bring “life” to the pages of the novels. The scenery depicted in the movie helped him to transfer the words on the page to pictures he could understand. David has a sense of accomplishment that he managed to understand the novel by using the movie as a bridge.

The participants in their interviews reiterated that watching movies helped them to understand the novel better. It also helped the participants to picture scenery of descriptions of places and settings that they have not encountered. Shahid writes that the movie helped him to picture what a moor looks like.

It helped me to picture how a moor looks like…
Shahid / Wuthering Heights

The dark castle and description of the things not touched (dust, rats) since she was abandoned at the altar was easier to picture after watching the movie. Ashu / Great Expectations

Ashu finds that creating pictures of the dark and dilapidated castle “was easier” after watching the movie. The students repeatedly write in their journals that the movies helped them to picture the scenery better. The movies helped them to understand the canonical novel better. Thus, watching the movie was not an exercise that did not contribute to understanding reading but one that led to a better understanding of the novel.

Many teachers are wary that students who watch movies will not read the texts that have been assigned to them. When books are adapted for the screen “the media and book people usually work together so that… either the opening or closing credits encourage viewers to read the book” (Donelson and Nilsen, 1989, p. 30). Literary texts that have been made into movies include the works of Shakespeare to contemporary novels like the Harry Potter series and Twilight series. Students are very comfortable with the visual media and the language propagated in the media. Students interact and learn easily from the visual media (Smilanich and Lafreniere, 2010, p. 605). Students feel comfortable with the language of the visual. The present generation grew up with the visuals of various media. This is a language that they seemingly learn easily and, via these visuals, the language of print literature becomes accessible. For the more proficient students, the study of film affords an opportunity to learn something new. The proficient students learn the words and techniques, which form the visuals that they watch in movies every day. As for the less proficient students, the challenging book is demystified. The film captures the book in a language that the student is able to understand.
358 Rajandaran Perumal / Procedia - Social and Behavioral Sciences 123 ( 2014 ) 353 – 360

The implication is that teachers by introducing a literary text t

結果 (中文) 1:

这项研究的参与者使用的策略之一是观看电影基于呼啸山庄 》 和极大的期望，当他们有各自的阅读的问题。学生没有被告知的讲师来看一场电影，或指在线资源。学生自行寻找在 youtube 上看电影和看电影，因为他们读的小说。 下面的提取是从阅读篇目，呼啸山庄 》 和极大的期望对学生的答复。学生们表明他们如何运用电影来帮助他们的阅读和理解各自的小说。 我上 Youtube 的影片中搜索，发现它，如果至少我看着它能帮我理解。乍得很期望 乍得取决于电影的可用性在 youtube 上搜索基于规范文本的电影他先验知识。他有信心看完这部电影会帮助他了解典型的案文。因此，这部电影是入口点，也为他理解文本的脚手架。357 Rajandaran 吉隆玻 / Procedia-社会和行为科学 123 （2014 年） 353-360 ....watched 上 youtube 的影片一部短片。我的电影与小说的阅读保持同步。梅利莎/呼啸山庄 梅利莎看过这部电影在 youtube 上了她自己设计的阅读和看电影。她"保持同步"她阅读的文本与看电影。她读五、 六章，看着她读过的章节点电影。她然后，更好地了解她读过的看完这部电影后写她的日记条目。 我曾经的帮助下一部电影给我的小说 （远大前程） 是关于什么的概貌。此外，我得到了一个更深入的了解和清晰的画面，它可能像那时一样。我可以自豪地说，这部电影带来生活到的页面的极大的期望。大卫 / 伟大的期望 大卫的理解小说的是不同层面。他用电影来得到总的想法的小说。他还设法小说的了解更深入，通过观看这部电影。作为一个不出国的人，他取决于要给页的小说的"生命"的影片。在电影中描绘的景色帮助他的话在页面上转移到他能听懂的图片。大卫有一种成就感，他设法了解小说通过使用电影作为一座桥梁。 在采访中与会者重申，看电影帮助他们更好地理解这本小说。它还帮助与会者所描述的地方和他们没有遇到的设置图片风光。沙希德写电影帮助他想像沼地是什么样子。 它帮助我不能想象一个荒野的样子...沙希德 / 呼啸山庄 黑暗城堡和描述不感动的事情 （灰尘、 大鼠） 因为她被遗弃在坛后易于图片看电影。阿苏大期望 阿苏发现创建图片的黑暗和破旧的城堡"很容易"看完这部电影后。学生反复写在他们的期刊电影帮助他们更好地描绘风景。看电影帮助他们更了解这部经典小说。因此，看完这部电影不是无助于阅读理解但导致更好地理解这本小说的一个练习。 很多老师是谨慎看电影的学生将不读取已分配给他们的文本。当书被改编成了电影"媒体，本书的人通常工作在一起以便......开放或片尾鼓励观众去读这本书"（多纳尔森和尼尔森，1989 年，p.30）。被拍成电影的文学文本中包含了莎士比亚的作品到当代小说像哈利 · 波特 》 系列和暮光之城系列。学生们非常舒适与视觉媒体和传播媒体的语言。学生互动，从视觉媒体 （Smilanich 和峰，2010 年，体育 605） 很容易学习。学生感到舒服的视觉语言。这一代长大的各种媒体的视觉效果。这是一种语言，他们看似容易地学会，并通过这些视觉效果，印刷文献的语言变得可以访问。对于更熟练的学生，膜的研究提供了一个机会来学习新的东西。熟练掌握学生学习单词和技术，形成的视觉效果，他们在电影中每一天。至于较不熟练的学生，具有挑战性的书是神秘感。这部电影描述了书中的学生是能够理解的语言。吉隆玻 Rajandaran 358 / Procedia-社会和行为科学 123 （2014 年） 353-360 其含义是，教师通过引入文学文本 t

結果 (中文) 3:

是这项研究的参与者使用的策略是看电影基于呼啸山庄和极大的期望，当他们阅读相应的文本问题。学生们没有被讲师告诉看电影或参考网上资源。自己的学生看的电影在YouTube上看电影因为他们读的小说。以下摘录的是学生对阅读的经典文本，呼啸山庄和极大的期望。学生们指出，他们如何使用电影来帮助他们的阅读和理解各自的小说。我在YouTube上的影片，发现它，如果至少我看着它可以帮助我了解。乍得/伟大的期望乍得取决于他的电影在YouTube上的可用的先验知识搜索基于规范文本的电影。他相信看这部电影会帮助他理解典型的文本。因此，这部电影是一个入口点，也是一个脚手架，让他了解文本。357 rajandaran Perumal / Procedia -社会科学和行为科学123（2014）353–360…看了一个短片在YouTube上的影片。我与小说的阅读保持了这部电影的节奏。梅丽莎/呼啸山庄梅丽莎观看YouTube上有她自己设计的阅读和观看的电影。她“不停地”读着这部电影的文本。她读了五到六章，看了这部电影，看了她读过的章节的要点。然后，她写了她的日记条目后，有一个更好地了解她所阅读的电影看。我用电影的帮助，给我一个一般的图片什么小说（伟大的期望）是关于。除此之外，我得到了一个更深入的了解和更清晰的图片，它可能是什么样子的。我可以自豪地说，电影给生活带来了巨大的期望。戴维/伟大的期望戴维对这部小说的理解是不同的。他用电影来获得这部小说的总体思路。他还设法通过看电影来对小说有了更深入的了解。作为一个没有出国旅行的人，他依靠电影把“生活”带到了小说的书页上。电影中描绘的风景帮他把页面上的单词转移到他能理解的图片上。戴维有一种成就感，他设法通过电影作为一座桥来理解这部小说。在他们的采访中的参与者重申，看电影有助于他们更好地了解小说。它也有助于与会者描绘的地方和设置，他们没有遇到的风景。Shahid写道，电影帮助他想象荒野看起来像。它帮助我描绘了一个摩尔人的样子…沙希德/呼啸山庄黑暗城堡和描述的东西没有触及（灰尘，大鼠），因为她被遗弃在祭坛上更容易在看电影后。阿苏/很大的期望阿苏发现创造的黑暗和破旧的城堡”更容易“看完电影。学生们在他们的日记中反复地写，电影帮助他们更好地描绘了风景。电影帮助他们更好地了解了规范的小说。因此，看这部电影不是一个没有助于理解阅读，而是一个导致了一个更好的理解的小说的练习。许多老师都很谨慎，看电影的学生不会阅读被分配给他们的文本。当一本书改编成电影”的媒体和书籍的人通常一起工作让…无论是打开或关闭学分鼓励观众去读这本书”（唐尼尔森和尼尔森，1989，p. 30）。文学作品被拍成电影包括莎士比亚对当代小说的哈利·波特系列和暮光之城系列作品。学生是非常舒适的视觉媒体和语言在媒体传播。学生交流和学习，很容易从视觉媒体（Smilanich Lafreniere，2010，p. 605）。学生对视觉语言的感觉很自在。目前的一代成长起来的各种媒体的视觉效果。这是一个看似很容易学习的语言，通过这些视觉效果，印刷文学的语言变得容易。对于更为熟练的学生，电影的研究提供了一个学习新事物的机会。熟练的学生学习语言和技术，形成了他们看电影的视觉效果，在每一天。对于不熟练的学生，挑战书揭秘。这部电影用一种学生能够理解的语言抓住了这本书。358 rajandaran Perumal / Procedia -社会科学和行为科学123（2014）353–360其含义是通过引入一个李老师