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Autor
Bożena Dobranowska
Data publikacji
2008-01-30
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5,00
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98

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Referat, mówiący o korzyściach płynących z wykorzystania środków audio-wizualnych (video, CD, DVD, kamery) podczas nauki języka obcego.
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The adventages of using video material for the practice and development of listening skills.

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Referat opracowała: Bożena Dobranowska

According to Hill & Lewis everybody learns to speak by listening. We learn our first language without any effort simply by listening to it. Second language learning is not as different as people sometimes pretend and the best way to learn is through good listening. 1
Classroom listening involves: teacher’s and students’ speech, taped materials and video. The last one became more and more popular tool in the classroom. To understand how videos are used, everyone should understand what is meant by “ video”. According to Elizabeth Mejia this word has come to refer to many different classroom tools. For one this may mean the use of popular films, for the others “ video’’ can mean the use of smaller pieces of broadcast material, short documentaries and television advertisements. “ Video” can also refer to amateur productions recorded by teachers or students. 2
Video differs from audio tape. It has got: moving pictures and sound – so everybody can hear and see. The pictures give context to the sounds one hears.One can also notice facial expressions, eye contact, physical relationships, background, etc. A ‘ rewind ‘ button allows to reply images of the world again and again, whereas a ‘ stil ‘ button can freeze – frame images and stop the action at any point. Thanks to a volume control one can turn the sound off or make it quiet or very loud. If someone has got a camera , there are more possibilities.
Some teachers, however, think that video is less useful for teaching listening than audio tape precisely because, with the visual senses engaged as well as audio senses.Students pay less attention to what they are actually hearing. A danger of video is that students might treat it rather as they treat watching television – uncritically, lazily without paying much attention to what is being said. To avoid this danger teachers should develop a number of special techniques for videos. 3
Video playback activities can be divided into three general categories: preview, viewing and follow-up.
Preview activities are done before students watch a section of tape. Typical preview activities:
- focus on vocabulary, function or grammar that will come up on the video tape
- allow students to predict what will happen from some given information or pictures
- motivate listeners to find out the content of the tape on ...