TEACHING
WITH VIDEO
A. Using
video in language learning
The
use of videotapes has been a common feature in language teaching for many
years.
A1. Why use video?
There
are many reasons why teachers use video. Some of the reasons are:
1. Students
do not just hear language, they see the language-in-use
2. Videos
showing people with different culture can build their cross-cultural awareness
3. The
task of video-making can stimulate their creativity
4. Students
are more interested and motivated
A2. Video problems
There
are also some potential problems in using video. Some of them are:
1. The
‘nothing’ new syndrome
2. Poor
quality tapes and disks
3. Poor
viewing conditions
4. Stop
and start that make students frustrated
5. The
length of extracts
6. Fingers
and thumbs
A3. Video types
There
are 3 kinds of video which can readily be used in class:
1. Off-air
programs
2. Real-world
video
3. Language
learning video
A4. Whole-lesson video
Where
there are no copyright restrictions, teachers can record programs off-air and
base a whole-class sequence around them.
A5. Video as part of lesson
We
can also use video as a part of a lesson, whether to illustrate certain topic,
to highlight language points, or to settle a class (for relaxation).
A6. Self-access video
Students
do not have to watch video only in the classroom, but also at home. Teachers
can provide worksheets and related material for them to work with.
B. Common
video teaching techniques
B1. Viewing techniques
Viewing
techniques are designed to awaken the students’ curiosity through prediction
activities. Those techniques include:
1. Fast
forward
2. Silent
viewing (for language)
3. Silent
viewing (for music)
4. Freeze
frame
5. Partial
viewing
B2. Listening (and mixed)
techniques
Listening
routines are also designed to provoke engagement and expectations. Some
listening techniques that can be used are:
1. Pictureless
listening (language)
2. Pictureless
listening (music)
3. Pictureless
listening (sound effect)
4. Picture
of speech
C. Video
watching activities
C1. General comprehension
·
Designed to have students watch a video
in order to understand the gist of it, and then look back again for details.
·
Example of this activity is witness
statement where the students have to try and give as much information as they
can about what they have seen.
C2. Working with aspects of
language
·
The activity shows language work unique
to the medium of video.
·
Example of this activity is using
subtitles.
C3. Video as a springboard to creativity
·
The activity shows how a video excerpt
can be used to spark students’ creativity by encouraging interpretation,
provoking thought, and asking for language use.
D. Video
making activities
Students
work cooperatively together using a wide variety of language in the process and
the product of video-making.
D1. Video simulations
·
Video can enhance simulation because it
can provide very telling feedback when students can watch themselves and
evaluate their performance and also because the presence of video camera helps
to make media simulations more realistic.
·
Example of this activity is news
bulletin.
D2. Creative ideas
·
Expecting the students to use their
imagination and creativity.
·
Example of this activity is acting from
a script.
D3. Working with language
·
Students can be asked to make video with
a focus on particular points.
·
Example of this activity is the grammar
lecture.
D4. Getting everyone involved
·
There are some ways to avoid some
students getting left out of the video-making process: dividing students into
groups, ensuring participation in the decision-making process, and assigning
roles.
D5. What to do with the video
·
One of the main benefits of video-making
for students is the chance to display what they have done and get feedback.
·
There are some types of feedback: class
feedback, teacher feedback, video installation, and individual and library
copies.
D6. Video and the teacher
·
Video has invaluable contribution to
teacher development.
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