Abstract
Abstract: The international expansion of China's film and television sector has increased the need for professionals who can use English effectively in specialized settings. Existing instruction, however, often falls short of students' practical communication needs. This study analyzes weaknesses in current film and television English education and evaluates approaches designed for Chinese learners, including student-centered interaction, project-based learning, and technology-supported immersive practice. Literature analysis and teaching experiments indicate that these models strengthen language proficiency while improving the ability to communicate across cultures during film production. By linking English learning with authentic professional tasks and media contexts, the proposed approach better prepares students for global collaboration. The study therefore provides an applied framework for renewing film and television English education in China.
References
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