Video and Language Learning: An Approach to Viewing Comprehension

Abstract

The use of video materials and video equipment in language teaching appears in many ways to be the terra nuova of the profes sion. This is possibly because video is a locus where several features of the communicative approach to language learning intersect: the use of ungraded language; the use of authentic materials; the importance of topical and relevant input; the presentation of language in context; the significance of the non-verbal aspect of communication (and hence pragmalinguistic competence). Video obviously has the potential to contribute to language learning in many ways, both as a playback and as a recording medium, but it would be misleading to think in terms of a video "methodology" (Candlin et al, 1982). Like any other piece of equipment, it is a means to an end and its use in the classroom has to be determined by previously defined learning objectives, as is clearly illustrated by Jane Willis (1983) in her excellent article "101 Ways to Use Video". However, I believe that because of the similarity of video materials to broadcast television and to film, the inexperienced teacher runs the risk of treating video like television. Playing a 30 minute programme; for instance, then attempting to exploit it lin guistically, secure in the confidence of having captured the learners' interest and motivation. Warnings against doing this crop up repeatedly in the literature (Willis '83; Lonergan '83; Lonergan '82), but there is very little specific guidance given for procedures and activities that will transform video viewing into a language learning experience. Consequently, in this article I will present in some detail a scheme for the design of active viewing activities, where the focus is on viewing comprehension skills.