Using videos in the Foreign Using videos in the Foreign Language ClassLanguage Class

Module: Teaching with TechnologyModule: Teaching with TechnologyInstructor: Leandro CostaInstructor: Leandro Costa

What’s a video?What’s a video?

A video is at best defined as the A video is at best defined as the selection and sequence of selection and sequence of

messages in an audio-visual messages in an audio-visual context.context.

Canning-Wilson (2000) claims that the use of Canning-Wilson (2000) claims that the use of illustrations, v isuals, pictures, perceptions, illustrations, v isuals, pictures, perceptions,

mental images, f igures, impressions, mental images, f igures, impressions, likenesses, cartoons, charts, graphs, colors, likenesses, cartoons, charts, graphs, colors,

replicas, reproductions, or anything else used replicas, reproductions, or anything else used to help one see an immediate meaning in the to help one see an immediate meaning in the

language may benefit the learner by helping to language may benefit the learner by helping to clarify the message, provided the visual works clarify the message, provided the visual works in a positive way to enhance or supplement the in a positive way to enhance or supplement the

language point. language point.

Besides that, her research shows Besides that, her research shows that…that…

The learner can see immediate meaning in The learner can see immediate meaning in terms of vocabulary recognition in the first terms of vocabulary recognition in the first languagelanguage..

Visuals can be used to help enhance the V isuals can be used to help enhance the meaning of the message trying to be meaning of the message trying to be conveyed by the speakers through the use conveyed by the speakers through the use of paralinguistic cues.of paralinguistic cues.

What are the practical implications of What are the practical implications of using video in the classroom?using video in the classroom?

Video provides visual stimuli such as the V ideo provides visual stimuli such as the environment and this can lead to and environment and this can lead to and generate prediction, speculation and a generate prediction, speculation and a chance to activate background schemata chance to activate background schemata when viewing a visual scene reenactedwhen viewing a visual scene reenacted

Language found in videos could help Language found in videos could help nonnative speakers understand stress nonnative speakers understand stress patterns.patterns.

Videos allow the learner to see body V ideos allow the learner to see body rhythm and speech rhythm in second rhythm and speech rhythm in second language discourse through the use of language discourse through the use of authentic language and speed of speech in authentic language and speed of speech in various situations.various situations.

They can create a solid link between the They can create a solid link between the materials being learned and the practical materials being learned and the practical application of it in a testing situationapplication of it in a testing situation

V ideos can lower anxiety when V ideos can lower anxiety when practicing the skill of listening.practicing the skill of listening.

When videos are effectiveWhen videos are effective When they show reasonable judgement and When they show reasonable judgement and

enhance comprehension;enhance comprehension; When they heighten sensory acuteness;When they heighten sensory acuteness; When they illustrate and contextualize the When they illustrate and contextualize the

target language being used;target language being used; When they don’t have distracters, over-When they don’t have distracters, over-

crowded or violent stimuli. crowded or violent stimuli. When they provide illustrations of culturally When they provide illustrations of culturally

relevant situations;relevant situations;

When videos are NOT efectiveWhen videos are NOT efective

When it uses stereotypesWhen it uses stereotypes When it is a poor reproductionWhen it is a poor reproduction When the picture is too far away from the When the picture is too far away from the

text illustration; text illustration; When the sound quality is poor.When the sound quality is poor.

When it’s culturally irrelevant.When it’s culturally irrelevant. When the language used is above When the language used is above

students’ level.students’ level. When there’s no meaningful task to be When there’s no meaningful task to be

accomplished.accomplished. When it’s too long or too short in a way When it’s too long or too short in a way

that the ‘plot’ can not be understood.that the ‘plot’ can not be understood.

Some possible ways to use videos:Some possible ways to use videos:

Use short, up-to-10-minute segments.Use short, up-to-10-minute segments. Choose scenes that clearly have a Choose scenes that clearly have a

beginning, some plot development and beginning, some plot development and an ending.an ending.

Preferably choose segments that can either Preferably choose segments that can either promote skill work - through discussions and promote skill work - through discussions and writing, besides the already inherent listening writing, besides the already inherent listening work - or language work (vocabulary and work - or language work (vocabulary and grammar).grammar).

Choose a clear Choose a clear skillskill or or languagelanguage focus. focus. In case you decide to work with both, clearly In case you decide to work with both, clearly

segment the class or handout.segment the class or handout.

Weigh decisions such as:Weigh decisions such as:2.2. Whether to use captions or not; Whether to use captions or not; 3.3. The number of times you will play the video;The number of times you will play the video;4.4. If the class will be divided into groups that If the class will be divided into groups that

will see different segments or not;will see different segments or not;5.5. If there’s going to be silent v iewing or not.If there’s going to be silent v iewing or not.6.6. If paralinguistic cues are to be called attention If paralinguistic cues are to be called attention

to or not.to or not.

Every decision you make will require Every decision you make will require you to (re) consider:you to (re) consider:

2.2. M aterialM aterial3.3. Time allocationTime allocation4.4. V ideo segmentV ideo segment5.5. S eating arrangementS eating arrangement6.6. EquipmentEquipment7.7. Pre and Post activ itiesPre and Post activ ities8.8. Y our beliefsY our beliefs9.9. Other?Other?