The purpose of this study was to examine the effect of using films on students’ reading comprehension and attitude toward their English study in the context of a college English class. Specifically, it attempted to examine how a film-based English reading class affected students’ reading comprehension and attitudes toward their study, and how they recognized the film-based English reading class. Thirty-one college students were asked to take pre- and post-tests in English reading, and to respond pre- and post-questionnaires regarding their affective domain, and a focus group of four students was voluntarily interviewed with one of two researchers. Quantitatively, a paired t-test was employed to compare the statistical means from those two samples, and qualitatively, the framework developed by Miles and Huberman (1994) was adopted to describe the major phases of data analysis. The results of data analysis indicated that 1) Using films in the college English reading was helpful for students to comprehend the given text, and to understand other cultures; 2) Also this film-based reading class optimally contributed to the affective domain such as students’ attitudes, interests, and confidence levels. Based on these results, pedagogical implications for effective English reading classes were suggested.

I. 연구의 필요성 및 목적
II. 이론적 배경
    1. 언어에 반영된 문화: 그에 대한 이해
    2. ‘영화로 배우는’ 영어 수업
III. 연구 방법
    1. 참여 학생
    2. 측정 도구
    3. 자료의 분석
Ⅳ. 분석 결과
    1. 영화 기반 언어-문화 통합수업이 EFL 대학생들의 독해능력에 미친 영향
    2. 영화 기반 언어-문화 통합수업이 EFL 대학생들의 정의적 영역에 미친 영향
    3. 영화 기반 언어-문화 통합수업에 대한 학생들의 인식
Ⅴ. 결론 및 제언
참고문헌

• 나경희(충북대학교) | Kyeong-Hee Rha 교신 저자
• 백지연(서원대학교) | Baek, Ji-Yeon 제1 저자