Authentic Video in the EFL Classroom: A Practical Review

Karim Kiani, Iran

Karim Kiani is a high school teacher and instructor at Payam Noor University in Ahvaz. He is interested in teaching English for specific purposes, language testing. E-mail: karimkiani1981@yahoo.com

Menu

Introduction
Techniques
Conclusion
References

Introduction

Using authentic materials for learning a language is very helpful for those learners who do not have access to real life situation for learning the language. One the most available authentic materials for the learners who learn English outside the English speaking countries are the films. Ishihara and Chi (2004, p31) believe that “films provide extended context and interesting content for the classroom.” Based on a large-scale survey, Canning-Wilson (2000) suggests that the students like learning language through the use of videos. One of the results of her survey shows that learners prefer action/entertainment films to films which have been produced to teach language in the classroom.

The extended context of the films can be helpful for students to improve their comprehension and to practice listening and speaking (Altman 1989, Kitajima and Lyman- Hager 1998, Burt 1999, and Stoller 1993). Arcario (1993) and Lonergan (1984) point out that the extended context, interesting content, rich visual imagery, and often exaggerated actions and gestures of film provide students with multi-sensory input that is close to what they would find in real-life communication. Such visual input is engaging and motivating to learners, and because of film’s many contextual clues, helps students’ comprehension of the language used in the film (Chapple ‘and Curtis 2000). Moreover, film’s multi- sensory input is likely to assist in more effective memory retention, since it requires viewers to use the right hemisphere of the brain in addition to the left, which is already activated for language learning.

Another benefit of introducing authentic content through film is that it provides a focus for discussing language and culture (Altman 1989, Burt 1999, Stempleski 1993, Donley 2000). Cultural aspects of the film, such as customs and humor, or culturally specific use of language, such as idioms, could be discussed with learners, or learners could exercise their powers of observation to inductively learn functional use of language (e.g. speech act realizations, Rose 1997). All in all, watching films can help learners to:

• Improve listening skill
• Improve pronunciation( specially word stress and sentence stress)
• Review already learnt words
• Learn new words and idioms
• Learn cultural points
• Have exposure to different language styles, from the most formal to slang
• Update their language with regard to the latest changes in every day English

We can use English films purposefully for helping the students gain different benefits mentioned above. Some techniques for using films will be introduced in order to improve different language skills.

Techniques

1. Using English films to improve listening comprehension

Some techniques can be used for improving the learners’ listening skill by means of film. The first technique is “freeze framing”. Freeze framing means stopping the picture on the screen by pressing the still or pause button. We freeze the picture when we want to teach words and expressions regarding mood and emotions, to ask questions about a particular scene, or to call students’ attention to some point. This technique is also useful if we want students to repeat something or to identify body language, and if we want to explore background detail.

First, students watch a section of a movie and listen carefully. Then, the teacher stops it and replays the same part, this time we play and press the pause button and ask the students to repeat back the utterance they just heard. Sometimes, they are able to repeat the exact words but there are utterances which are too fast or difficult to repeat back for them. After giving the students the chance to say their guesses, the teacher plays the part another time but this time, with English subtitle. They check whether they guessed correctly or not. Finally, he plays it again without the subtitle and the students repeat the utterances they hear.

Next technique is the “transcription”. The teacher selects a movie or part of a movie, of course based on the level of the students. The students are required to watch the movie and try to transcribe it at home. They are also required to check the new words and idioms in the content of the film. They give in their film transcription at the beginning of the class. The teacher, then, plays some parts of the film and asks students to repeat the utterances. New words and idioms will be asked about, too.

2. Using English films to improve the learners’ pronunciation

ESL/EFL students often believe that getting the sounds right is the most important aspect of pronunciation. Thus, they may think that improving their control over vowels and consonants and pronouncing every sound in a word will make them sound more native like. While the the importance of the segmental is undeniable, it often takes some time to convince students that the suprasegmentals, particularly linking and intonation are equally important. Indeed, they are crucial to both students’ comprehension of others’ speech as well as to their own intelligibility.

The goal of teaching pronunciation at the suprasegmental level can be best achieved through using films in classroom. First, they expose students to hearing prosodic elements in connected speech in an entertaining and useful manner. Second, they help students learn how to listen to connected speech.

The technique which can be used for learning suprasegmentals is ‘role playing’. Students can be divided into groups of two or three, based on the number of roles in the specific scene of a film, to practice and act out the conversations in the scene. At first, students listen carefully for the flow of the conversation and how utterances are connected to each other. They watch the scene two or three times. Later, they go over key vocabulary and practice appropriate intonation. A transcription of the conversations is given to students to overcome any memory shortcoming while practicing the roles. After the practice, they act out the conversations with the correct intonation. The teacher listens carefully to their utterances and monitors their performance.

3. Using English films to review already known words

A great number of the words used in the screenplays of the films are selected from every day English. There are also some expressions and idioms that are repeatedly used in specific genres of movies. Therefore, watching a few films from each genre will help the learners to review the words and expressions they already learnt.

4. Using English films to learn new words

According to the level of students, we select a part of a movie which seems to have new words and idioms for our students. At first, they are required to guess the meanings of the new words based on the context. If they could not guess the meaning correctly, then, we write the new word on the board and ask them to check that in a dictionary.

5. Using English films to teach cultural points

Films can be used in class to make students familiar with English customs, ceremonies, festivals, holidays, and cultural differences especially when students are from a different culture and religion.

6. Using English film to provide students with a brief exposure to different language styles, from the most formal to slang The kind of language used in films ranges from the most formal to the most informal. We can select different parts of films with different levels of language formality and explain about each style for them. This experience can be very helpful especially for those learners who are going to use language outside the academic communities.

Conclusion

Films can be used as a middle way to fill the gap between the passive classroom and live communication. Extended context, interesting content, rich visual imagery, and often exaggerated actions and gestures of film will help students to experience a more active kind of communication similar to that of live communication. Film can be a good model for learners for role playing in classroom; can increase cultural awareness; can minimize learners’ stress when practicing listening skill; can help learners to have exposure to varieties of English. Moreover, film can stimulate and motivate learners’ interest.

References

Altman, R. 1989. The video connection: Integrating video into language teaching. Boston, MA: Houghton, Mifflin Company

Arcario, P. 1993. Criteria for selecting video materials. In Video in second language teaching: Using, selecting, and producing video for the classroom, ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., 109-122

Burt, M. 1999. Using videos with adult English language learners. Washington D.C.: Office of Educational Research and Improvement. Eric Digest ED 434539

Canning-Wilson, C., "Role of Video in the F/SL Classroom", (2000): 69-76. In S. Riley, S Troudi and C. Coombe. (ed.) Teaching, Learning and Technology, TESOL Arabia 1999 Conference Proceedings, TESOL Arabia 1999 Conference March 8-10, 1999.

Chapple, L. and A. Curtis. 2000. Content-based instruction in Hong Kong: Student responses to film. System, 28:419-433.

Donley, K. M. 2000. Film for fluency. English Teaching Forum 38 (2): 24-30.

Kitajima, R. and M. A. Lyman-Hager. 1998. Theory- driven use of digital video in foreign language instruction. CALICO Journal 16 (1): 37-48.

Lonergan, J. 1984. Video in language teaching. Cambridge: Cambridge University Press.

Rose, K. R. 1997. Pragmatics in the classroom: Theoretical concerns and practical possibilities. In Pragmatics and language learning, ed. L. F. Bouton. Urbana, IL: University of Illinois at Urbana-Champaign, Monograph Series, 8: 267-295.

Stempleski, S. 1993. Teaching communication skills with authentic video. In Video in second language teaching: Using, selecting, and producing video for the classroom. ed. S. Stempleski and P.

Stoller, F. L. 1993. Using video in theme-based curricula. In Video in second language teaching: Using, selecting, and producing video for the classroom, ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., 109-122.

Ishihara, N., & Chi, J.C. (2004). Authentic video in the beginning ESOL classroom: using a full-length feature film for listening and speaking strategy practice. English Teaching Forum 42 (1): 30-35.

Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the English for Teachers course at Pilgrims website.
Please check the Methodology and Language for Secondary Teachers course at Pilgrims website.
Please check the Teaching Advanced Students course at Pilgrims website.
Please check the Drama Techniques for Creative Language Teaching course at Pilgrims website.
Please check the ICT - Using Technology in the Classroom – Level 1 course at Pilgrims website.
Please check the ICT - Using Technology in the Classroom – Level 2 course at Pilgrims website.