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This study aims to develop a filmic literature text-based dictogloss(FLTD) for elementary English language learners by verifying two different dictogloss' effects which present texts in teacher's oral or filmic way. For the experiment, 5th grade groups participated as the FLTD group and the traditional dictogloss group for 15 weeks session. This study found that utilization of dictogloss causes limited positive effects on elementary learners' listening ability when it just depends on teacher's oral presentation. However, presenting texts in a filmic literature way improved significantly higher advanced and medium level learners' listening ability. Besides, it increased learners' interest and confidence of English learning. It also enhanced the degree of listening activities preference, cooperation effects, and listening ability improvement recognition. This study suggests that for the maximized effect, filmic literature texts should be appropriate to the developmental stage and language level of learners. Teachers also make sure to extract linguistic forms and situations systematically from the curriculum and run class continuously.

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