There are many reasons
why watching videos is a valuable teaching tool. Firstly, some people are visual
learners, so they learn by seeing. Secondly, a great advantage of watching videos is that
it provides exposure to authentic language. In that way, students have the
opportunity not only to hear language, but they can also observe it (Harmer,
2001). Videos show students a broad variety of communicative situations, and helps
them to get a general idea of the culture of the target language. Furthermore,
it is clear that non-native speakers of a language rely more on visual clues to
reinforce their understanding (Çakir, 2006). In this way, students become aware
of different cultures, and Harmer (2001) has illustrated this with an example:
“... if students want to see, for example, typical British ‘body language’ when
inviting someone out, or how Americans speak to waiters” (p. 282), video is a
great tool to demonstrate this.
Students can use cameras themselves, create their own videos and this kind of task stimulates their creativity and imagination and helps them tremendously in their language learning (Harmer, 2001).
TED Talks, TED ED, Voice of America learning English, BBC English provide resources for videos on every walk of life. Teachers can assign videos to students in a way that can integrate the skills. Before watching the video, students can predict the content in pre-watching discussion. Difficult vocabulary can be taught. Students can watch a video and summarize and comment on the content via writing (writing skills is enforced via writing) or create voice notes (speaking skills are enforced via experimenting with the language). Students may answer questions related to the material they listened to.
What about you? How do integrate videos in your English language courses? Do your students like them? Have you an idea about the videos resources mentioned?
Students can use cameras themselves, create their own videos and this kind of task stimulates their creativity and imagination and helps them tremendously in their language learning (Harmer, 2001).
TED Talks, TED ED, Voice of America learning English, BBC English provide resources for videos on every walk of life. Teachers can assign videos to students in a way that can integrate the skills. Before watching the video, students can predict the content in pre-watching discussion. Difficult vocabulary can be taught. Students can watch a video and summarize and comment on the content via writing (writing skills is enforced via writing) or create voice notes (speaking skills are enforced via experimenting with the language). Students may answer questions related to the material they listened to.
What about you? How do integrate videos in your English language courses? Do your students like them? Have you an idea about the videos resources mentioned?
Çakir, İ. (2006). The Use of Video as an Audio-Visual Material in Foreign Language Teaching
Retrieved from http://www.tojet.net/articles/v5i4/549.pdf
Chapelle,
C. A. (2008). Computer Assisted Language Learning. In B. Spolsky & F. M.
Hult
(Eds.), The Handbook of Educational Linguistics (pp. 585-595). Oxford: Blackwell Publishing.
Gruba,
P. (2004). Computer Assisted Language Learning (CALL). In A. Davies & C. Elder
(Eds.), The Handbook of applied linguistics. Oxford: Blackwell
Harmer,
J. (2001). The Practice of English Language Teaching. Harlow: Pearson
Education.
LeLoup,
J. W. & Ponterio, R. (2000). Enhancing Authentic Language Learning
Experiences
Through Internet Technology. Retrieved
from http://www.cal.org/resources/digest/digest_pdfs/0002-enhancing-internet.pdf
Scrivener,
J. (2005). Learning Teaching: A guidebook for English language teachers.
Oxford:
Macmillan.
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