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Video analysis and video production in the “language for business” classroom

Video analysis and video production in the “language for business” classroom. Dr Claudia Gremler. Aston’s IBML degree programme. BSc programme International Business and Modern Languages (IBML) (since 1985)

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Video analysis and video production in the “language for business” classroom

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  1. Video analysis and video production in the “language for business” classroom Dr Claudia Gremler

  2. Aston’s IBML degree programme • BSc programme International Business and Modern Languages (IBML) (since 1985) • Taught jointly by Aston Business School (ABS) and the School of Languages and Social Sciences (LSS) • CLIL (Content and Language Integrated Learning) approach with PBL (Project Based Learning) elements • Students have classes • in ABS with other business students (in English) • in LSS with other language students (in the target language (TL) ) • special business modules taught in TL • special language classes (“French/German/Spanish for Business”) (numbers in German are currently too small to continue to offer this )

  3. German for Business modules • designedaslanguagecourseswithintegratedbusinesscontent (CLIL) • includebusinessprojects (PBL) in all levels (4-6), typicallyweighted at 25% ofthemodulemark • Level 4: Company Tracking Exercise • Level 5: Marketing Project • Level 6: Business Plan

  4. Marketing project in German for Business II • Introducesstudentstokeytheoreticalconcepts • marketingmix, marketresearch etc. • interculturalawareness (preparationfor Year Abroad) • interculturaldimensionof international marketing • First introduced 20 yearsago, task(s) continuallyadaptedandreformulated

  5. The marketingproject • Theoretical basis: • Students study marketing theory • They analyse marketing campaigns, product and packaging design, adverts – with particular reference to the intercultural dimension • Practical execution: • Students are given a successful/traditional German or Austrian food product and are asked to develop a strategy to sell this product in the UK (group presentations to ‘representatives’ from the company) • Students are expected to do (limited) market research, hold tasting sessions and adapt the product according to their findings • Filming a short advert for the product forms part of the project

  6. Cross-culturalmarketing • Marketing products to customers with different cultural backgrounds, nationally or internationally, is challenging and can often go wrong • Language is one of the dimensions to consider • and ‘language fails’ in advertising can be an amusing way to highlight the complexity of communication – and the importance of cultural knowledge for translators and copy writers

  7. Cross-culturalmarketing: brandnames

  8. “Germanness” as USP or marketing ploy?

  9. Studyingadverts I http://www.youtube.com/watch?v=BfUSH45az40

  10. Studyingadverts I • Example of intercultural marketing („Ethno-Marketing“) • Target group: Turks living in Germany • Shows the migrant experience and the “guest worker‘s dream” (from the second generation’s perspective): • children acting as interpreters for their migrant parents, trips ‘home’ to Turkey • traditional Turkishvalues(theimportanceoffamily, hospitality) • improvedstandardofliving (tv, car, familyhome) • Rejects ‘negative’ stereotypes: • thesecondgenerationiswelleducated, withsuccessfulcareers (thisincludesthewomen!) • thegrandmotherwears a headscarf, theyoungergenerationpreferssecular, Western clothingandhairstyles

  11. Studyingadverts II • Studentswatchthebeginningofthisadvert (withoutsound) • http://www.youtube.com/watch?v=mQktvsomrC8 • Whattype ofproductisbeingadvertised? Whatisthedialogue? Whereisthis (country)?

  12. Studyingadverts II • Show advertagain, this time withsound but still withoutending • HowisAmerica (the US) portrayed in thisadvert?

  13. Studyingadverts II SThesame advert, withsound but withoutending HowisAmerica (the US) portrayed in thisadvert?

  14. StudyingadvertsII • Studentswatchthefulladvert. • Wouldthisadvertwork in Austria? • Whatchangesareadvised? • Austrian version: http://www.youtube.com/watch?v=ngmX0LwuLo0

  15. Products for the project

  16. Student choices • What is un/attractive about the product (to British consumers)? • Does the product itself need to be adapted? (only minor changes allowed!) • Does the product need a new (English?) name? • Should the design of the German/Austrian packaging be used? • What would be a good slogan to sell the product in the UK? • Is there a specific target group for the product? (In Germany/Austria, in the UK?) • ‘Foreignization’ versus ‘domestication’ (Lawrence Venuti): Should the product be marketed as German/Austrian? • What could an advert for this product look like?

  17. Video and the learning process • Learning as a constructivistprocess (knowledgeconstructionratherthanknowledgetransmission) which • needsbeguidedthroughadequatescaffolding • shouldbecontextualised (organisedaroundauthenticmeaningfultasks) • The learningactivitiesshould also • encouragethelearnertobeactive • containcollaborativeelementsthatensureinteraction • beemotionallyinvolvingandmotivating. Karpinnen (2005): Meaningful Learning with Digital and Online Videos; Masats/Dooly/Costa (2009): Exploring the Potential of Language Learning through Video Making http://www.divisproject.eu

  18. Filmingtheadvert: Equipment andtechnicalsupport • The students use flip cams (or their own cameras/phones) to record their video and Windows Moviemaker or the freeware application VideoPad for editing • A brief written guide to filming is available on the Aston intranet • Technical support and advice on basic filming principles are available from our Learning & Teaching Technologists

  19. Student video 1: Sherbetpowder Student video: https://dl.dropboxusercontent.com/u/17365751/Fizz%20Ahoy%20-%20Medium.m4v

  20. Student video 2: “Healthy” chocolate for sporty women Student video: https://dl.dropboxusercontent.com/u/17365751/Yogurette%20advert.avi

  21. Student Comments • “It was as fun as it was educational.” • “Producing the advert added more value to the project and although it took quite a bit of time to produce it was thoroughly enjoyable and as a result I enjoyed the project as a whole more than I think I would have done without this element. It is something that really engaged us to work on the project.” • “I found that making the advert as a group helped us work better together and combine ideas in a productive way. I think it also made us more enthusiastic about the project and presentation.” • “The advert should continue to be part of the marketing project. It is very interesting and it motivates the group to work well on the project.”

  22. Results and implications • Studentsexperienced all thepreviouslynoted positive learningeffects(also evidencedby Coleman (1992): Project-based learning, transferable skills, information technology and video) • activeengagement (involving, motivational) • confidencebuilding • collaborative (teambuilding)

  23. Results and implications • This projectticks all theboxesthatwerepreviouslyoutlined: • adequatescaffolding (theorycovered in class) andtechnologicalsupport • motivational andengaging ("fun") • contextualisedandpartof a meaningfulandauthentictask • itwas embedded in both CLIL and PBL approaches • In addition: effortinvolvedand "gain" appeartobewellbalanced

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