Student-Produced Video Documentary: Hong Kong as a Self-Access Resource.

Autor/in	Gardner, David
Titel	Student-Produced Video Documentary: Hong Kong as a Self-Access Resource.
Quelle	In: Hong Kong Papers in Linguistics and Language Teaching, (1994) 17, S.45-53 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Audience Awareness; College Students; Documentaries; English for Academic Purposes; Film Production; Foreign Countries; Higher Education; Independent Study; Instructional Design; Language Skills; Notetaking; Questioning Techniques; Skill Development; Speech Skills; Student Developed Materials; Student Projects; Videotape Recordings; Writing Skills + Suchen Sie Ihr Suchwort? Collegestudent; Documentary film; Documentary films; Dokumentarfilm; Filmproduktion; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Lesson concept; Lessonplan; Unterrichtsentwurf; Language skill; Sprachkompetenz; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Schulprojekt; Writing skill; Schreibfertigkeit
Abstract	A student project for learners of English for academic purposes (EAP) at a Hong Kong university is described and discussed. The project involved independent production by students of a documentary on the uses of English in the community. Topic, method of delivery, and organizational aspects were negotiated within the group of 15 students. Project goals and project organization were established with the assistance of the teacher. Choice of topic was entirely under student control; the selection was a study of eating facilities available on campus, with fellow students the target audience. Production details were discussed in class, and students were divided into production teams, each responsible for a location. The project was conducted during an entire conventional EAP course, allowing students to use language skills learned during the course, particularly note-taking, seminar, presentation, and writing skills. Students also developed interviewing skills and confidence in English use. It is concluded that the experience was beneficial to students in a variety of ways, and that the teacher's preparation and student organization for the project are crucial to its success. Some technical suggestions are offered. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC