According to David Nunan (1989), in order to succeed in the teaching-learning process, it is necessary to accept the view of language as a dynamic resource for the creation of meanings and the view of communication as an integrated process. In the same line, M.A.K. Halliday has suggested that ?[l]earning is essentially a process of constructing meanings; and the cognitive component in learning is a process of constructing linguistic meanings ?semantic systems and semantic structures.? (1985/1989, p. 98) If teachers adhere to these views, they will be taking into account both the end ?individuals who are capable of using the target language to communicate with others- and the means ?classroom activities which develop this capability- of EFL instruction. These two components need to be merged if communication is to be placed at the centre of our teaching. The question is, then, how can we help students in the development of their competences and how can we enhance their learning experience? If, as stated above, the main focus of our classes is the construction of meaning, this implies we consider learning to be an imaginative process involving cognition and interpretation. Therefore, we should find ways of facilitating and improving said construction of meaning. Because films are authentic materials and, thus, good examples of ?real? language use in context, and because they encourage imaginative thinking, they are a more than helpful tool for language learning. The main aim of this proposal is to discuss the use of films as an educational tool and to provide examples of the purposeful exploitation of movies in the language classroom. After a consideration of the pedagogical implications of using films for language learning, some guidelines for using them effectively will be proposed, followed by a few examples of classroom applications. Although this proposal can be used at almost all levels, the examples will refer to learning English at university level, more specifically, at the
