This study aimed to investigate the effects of having Japanese university students create mock English television advertisements as a CLIL (Content and Language Integrated Learning) task for developing intercultural and media awareness in English communication classes. After a preliminary study in a different class, an advertising development task was introduced as a part of the unit on international business. Specifically, 32 students from two EMI English classes (upper intermediate level) participated in the study. They first learned about cross-cultural differences in advertisement (e.g., high-context vs. low-context) as well as related vocabulary and expressions. They then planned, shot, and edited in pairs a mock television advertisement of a Japanese product for an American audience, followed by discussion and feedback. For 10 different products such as Japanese sweets and green tea, 16 mock television advertisements were produced in total. The advertisements along with the discussion sheets were analyzed qualitatively from three perspectives: linguistic expressions used in the advertisements and other expressions learned in the class (language), the types and contents of the advertisements including comparison with television commercials of the same product aired in Japan (contents), and others such as students’ feedback. The students were able to develop a range of creative and well-edited mock English advertisements, carefully considering the target audience by integrating techniques such as comparative advertising. The results showed that this task can be an engaging way to help raise EFL university students’ intercultural and media sensitivity, having them learn relevant English terminology and expressions at the same time.
Mariko Takahashi, Setsunan University, Japan
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the SEACE2020 Conference Proceedings (View)
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