AUTHENTIC AUDIOVISUAL INPUT AND SOCIOLINGUISTIC COMPETENCE: A PEDAGOGICAL FRAMEWORK FOR INTEGRATING FEATURE FILMS INTO ENGLISH LANGUAGE TEACHING

Abstract

Despite widespread recognition that communicative competence extends far beyond grammatical accuracy, many english as a foreign language (efl) curricula continue to underutilise the sociocultural and pragmatic dimensions of language. This paper proposes and theoretically validates a structured pedagogical framework for developing learners' sociolinguistic competence through the systematic integration of feature films into efl instruction. Drawing on Canale and Swain's (1980) model of communicative competence, Hymes's (1972) concept of communicative competence, Krashen's (1982) input hypothesis, and contemporary research on multimodal learning, the framework delineates four instructional phases pre-viewing, while-viewing, post-viewing, and assessment each targeting distinct sociolinguistic sub-competencies including pragmatic awareness, discourse organisation, register variation, and intercultural understanding. A review of eight empirically grounded studies published between 1996 and 2023 consistently demonstrates that authentic audiovisual input surpasses textbook-based methods in promoting naturalistic pragmatic production, cultural sensitivity, and affective engagement. Practical film selection criteria, classroom implementation strategies, and assessment rubrics are detailed to support adoption across diverse efl contexts. The framework argues for a principled shift from linguistic accuracy as the sole instructional goal toward a holistic, sociolinguistically informed pedagogy mediated by authentic cinematic discourse.