摘 要
通过观看英语影视作品来学习英语作为一种新的学习方法在近些年受到了英语学习者们的欢迎。尤其在大学生中间，由于电脑的普及和网络的便捷，看电影学英语更是成为了一种潮流，其作用也在不断地被夸大着。本文理性地看待了这股学习热潮，通过问卷调查发现大学生在使用这种广受推崇的学习方法后的实际学习效果并不理想。
论文的第一部分介绍了人们通过电影学习英语的狂热程度；第二部分着重介绍了该领域目前的国内外研究状况；第三部分阐述了本文的研究方法，包括参与者的选择，问卷设计以及数据的收集和分析。第四部分探讨了问卷调查的数据并揭示了存在的问题；第五部分，指出了问题的成因并给出了实际可行的建议；第六部分对全文做了总结。
关键词：英语影视作品；英语学习；效果
ABSTRACT
Learning English through watching English movies and TV shows has been greatly welcomed as a new method of learning English in recent years. Owning to the popularity of computer and the easy access to the Internet, this approach is especially loved by college students. This paper holds a rational attitude towards this learning frenzy, and looks into the actual effects of this learning method by carrying out a questionnaire survey. The survey finds out that the effects of learning English through watching English movies and shows are rather limited.
In the first part, this thesis introduces the frenzy of learning English through watching English movies and shows among the college students.
In the second section, the writer sums up the current studies in China and abroad concerning this subject.
The third section is the methodology of this thesis, including the selection of participants, the design of the questionnaire and the collection and analysis of data.
In section four, the results of the questionnaire are discussed in detail.
In the fifth section, certain reasons behind the ineffectiveness are pointed out and some practical suggestions are presented.
This thesis comes to a summary in the final conclusion part.
Keywords：English movies and TV shows; English learning; effects
Contents
1. Introduction 2
2 Literature review 3
2.1 Studies abroad 3
2.2 Studies in China 4
3. Methodology 6
3.1 Subject of the study 6
3.2 Questionnaire 7
3.3 Data collection 7
4. Discussion 8
4.1 General perception 8
4.2 Material selection 9
4.3 Learning management 12
4.4 Real effect and the open-ended question 14
5. Implications and suggestions 16
5.1 Implications 16
5.2 Suggestions 17
5.2.1 Pre-study 17
5.2.2 While-study 19
5.2.3 Post-study 19
6. Conclusion 20
Acknowledgements 21
References 22
