“When all think alike, then no one is thinking.” – Walter Lippman
The development of technology plays film a highly vibrant part in media evolution from outmoded to contemporary technology presentations for its messages to reach every individual consumers. As a result, the media does changes which are evidently observed among its genre such as films that manifest complex structures to impress audience. Furthermore, it can be perceived that from films’ posters to their end credits, are unseen factors which tend to be highly pedagogical for English language acquisition when imaginatively and seriously handled by language educators. This inventive awareness anchors with the theory of audio- visual literacy which supports the said material for the enhancement of learners’ linguistic and communicative competence. This concept fetches us to a solid idea that every film’s features do not only function as purely entertainment but are possibly noteworthy in language achievement. In other words, every element it possesses may interrelate or unfold instructional strategies. One of its significant components is the end credits known as a list not limited to the cast and crew of a motion picture found at its ending. To be able to explicate its pedagogical value, an example of it is lifted from a movie, Edge of Darkness. The motion picture’s final credits were dissected as inputs for innovative vocabulary teaching through series of constructed tasks’ interplaying with single words, collocations, phrases, clauses, and sentences.
The material is an edited end credits of the film Edge of Darkness produced in 2010 by the film outfit, Warner Bros.