Maximizing Pedagogical Effectiveness in Using Video Clips in Language Classroom

1. Rong Yuan Defense Language Institute Chinese LEARN 2009 Maximizing Pedagogical Effectiveness in Using Video Clips in Language Classroom

2. Selection of video clips Task design The existing format of Q & A Problem Defined

3. Reciprocal vs. Non-reciprocal Listening (Anderson & Lynch, 1988) Skills required: --identification of spoken signals --segment the stream of speech into words. --grasp the syntax of the utterances --possess non-linguistic knowledge & skills Listening The Nature of Listening Comprehension

4. Bottom-up Top-down (Nunan, 1989) Process of Listening Comprehension

5. Segmenting speech into meaningful words/phrases Recognizing word classes Relating information to background knowledge Identifying rhetorical and functional intent Interpreting intonation & stress Identifying emotional/attitudinal tone Extracting gist/essential information (Yule, 1983, in Nunan, 1989). Successful Listening Involves…

6. Answering:The listener answers questions about the message. Condensing: The listener outlines or takes notes on a listening text. Extending: The listener provides an ending to a story heard. Ways to Check Comprehension

7. Duplicating: The listener translates the message into the native language or repeats it verbatim. Modeling: The listener orders a meal, for example, after listening to a model order. Conversing: The listener engages in a discourse that indicates appropriate comprehension. (Lund, 1990) Ways to Check Comprehension

8. Duplicating: The listener translates the message into the native language or repeats it verbatim. Modeling: The listener orders a meal, for example, after listening to a model order. Conversing: The listener engages in a discourse that indicates appropriate comprehension. (Lund, 1990) Ways to Check Comprehension

9. Authenticity Task continuity Real-world focus Language focus Learning focus Language practice Problem-solving ( Nunan, 1989, p.130) The Integrated Language Lesson

10. Tolerate the unknown Listen for specific information (skim, scan, collect data) Listen for key words Listen for main ideas Guess the context, meaning Predict purpose, outcomes Associate information with background knowledge, schemata. (Brown, 2001) Developing Listening Strategies

11. The teacher tells the topic: Seeing the Doctor Ask students to note down all the words they think would appear in the clip Play the video without sound Alternative? Sample Chinese Video ClassPre-Listening Phase

12. Activation of schemata Types of schemata --linguistic --content --cultural Sample Chinese Video ClassPre-Watching Phase (Cont’d)

13. Graphic Organizers (GO) Sample Chinese Video ClassDuring-Watching Phase

14. GO Example

15. GO Example

16. GO Example

17. GO Example

18. Checking Comprehension --general information (global understanding) --Specific information (understanding of details) Question:Can we do it the other way around? Sample Chinese Video ClassDuring-Watching Phase (Cont’d)

19. Language Learning --vocabulary learning -- useful phrases on the topic Sample Chinese Video ClassDuring-Watching Phase (Cont’d)

20. Skill integration: Listening+ Speaking Different tasks for different students -- list of adjectives or adverbs --role-play -- writing: sick leave note Sample Chinese Video ClassPost-Watching Phase

21. Task Design Principle

22. Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press. Brown, (2001). Teachingby principles: An interactive approach to languagepedagogy. Longman. Graphic Organizers: Retrieved March 28, 2009 from http://www.enchantedlearning.com/graphicorganizers/spider/ Lund,R. J. (1990). 1 A Taxonomy for Teaching Second Language Listening. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Images: Retrieved March 27th, from http://images.google.com/ References