The Use of Video in Foreign Language Learning.

Autor/in	Butler-Wall, Brita
Institution	Pacific Northwest Conference on Foreign Languages, Portland, OR.
Titel	The Use of Video in Foreign Language Learning.
Quelle	(1975), (5 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Audiovisual Aids; Child Language; Communicative Competence (Languages); Cultural Awareness; Cultural Education; Grammar; Higher Education; Interference (Language); Language Instruction; Language Usage; Learning Processes; Linguistic Competence; Magnetic Tapes; Paralinguistics; Phonetics; Second Language Learning; Secondary Education; Videotape Recordings + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; 'Children''s language'; Kindersprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Learning process; Lernprozess; Sprachkompetenz; Magnetband; Paralinguistik; Phonetik; Fonetik; Zweitsprachenerwerb; Sekundarbereich
Abstract	Videotape is much like audio tape in that it is magnetic tape on which a signal is electronically recorded, but it carries both an audio and a video signal. Video equipment demands a rather large initial expense but tape is relatively inexpensive. The magnifying, dynamic and synthesizing properties of this medium lend themselves to meeting some crucial language learning needs. Video can play an important role in aiding sound production. Using video to magnify the image of a native speaker making sounds may prove valuable. Magnification of the image also establishes a direct contact between the native model and the student. Video provides the learner with a dynamic image of the target language in use. It can lead the student from linguistic competence to communicative competence. Signs of communicative effectiveness are: (1) assimilation of culturally bound paralinguistic features such as facial expression and gesture and (2) correct manipulation of idiomatic and grammatical structures. Regardless of the approach, the problem of native language interference frequently occurs. Materials could be produced which deal with these structures directly. By combining visual images with sound, video can synthesize the many aspects of a good lesson presentation. This capacity can be of use in attempting to integrate cultural materials into the classroom. Video can also solve a logistics problem, in that the pedagogical skills of a teaching staff can be drawn upon for the benefit of all and can be stored for future learners. (Author/CFM)
Anmerkungen	Not available separately; see FL 007 842
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01