Video Materials Production and Use in Intensive Language Instruction: The Experience of the University of South Carolina's Master's in International Business Program.

Autor/in	Gonzalez, Ann
Titel	Video Materials Production and Use in Intensive Language Instruction: The Experience of the University of South Carolina's Master's in International Business Program.
Quelle	(1990), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Business Administration Education; Business Communication; College Second Language Programs; Cultural Awareness; Higher Education; Instructional Materials; Intensive Language Courses; International Trade; Languages for Special Purposes; Masters Programs; Material Development; Program Descriptions; Second Language Instruction; Spanish; Videotape Recordings + Suchen Sie Ihr Suchwort? Unternehmenskommunikation; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Intensivkurs; Sprachkurs; Trade; International relations; Handel; Internationale Beziehungen; Sprachhandlungsfähigkeit; Magister course; Magisterstudiengang; Lehrmaterialentwicklung; Fremdsprachenunterricht; Spanisch
Abstract	As part of a communicative approach and to provide non-linguistic information to students, authentic videotape recordings were incorporated into the summer intensive Spanish course in the University of South Carolina's master's program in international business. Students were introduced to the tapes by first seeing segments without sound, both to illustrate what can be understood visually and to emphasize the need for selective perception. The second phase was viewing with sound, with or without concurrent exercises. Exercises were created with clear cues to students to pay attention to the video. Video recordings allowed for immediate replay for feedback. The final instructional stage included follow-up activities, the most effective of which were directly related to cultural issues or analysis of the video itself, such as selective use of diminutives in a family situation. Discussion of why students respond with embarrassment or laughter, appropriate or inappropriate, and of the film's possible biases were also found to be essential to understanding the film's content. Use of video was seen to enhance motivation and retention of cultural and linguistic material. Testing, not used in this course, will be incorporated in future courses. Handouts accompanying videos are appended. Contains 13 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC