Films
and TV shows are an integral part of students’ lives so it makes perfect sense
to bring them into the language classroom. Language teachers have been using
films in their classes for decades, and there are a number of reasons why film
is an excellent teaching and learning tool.
One
of the main reasons is motivation. Motivation is one of the most important
factors in determining successful second-language acquisition. Films and TV
shows are an integral part of students’ lives so it makes perfect sense to
bring them into the language classroom. Film, as a motivator, also makes the
language learning process more entertaining and enjoyable.
Another
benefit of using film is that it provides a source of authentic and varied
language. Film provides students with examples of English used in ‘real’
situations outside the classroom, particularly interactive
language – the language of real-life conversation. Film exposes
students to natural expressions and the natural flow of speech. If they are not
living in an English-speaking environment, perhaps only film and television can
provide learners with this real-life language input.
Ways to Use Videos with
English-Language Learners
Dubbing
Showing videos without the sound and having students develop an
imagined dialogue can be a great language lesson, and a lot of fun. You can
even have students act out the scenes, too.
Novelty
Our brains are
wired to respond to something new -- a survival legacy of our ancestors who had
to be acutely aware of any change in their environment. You are more likely to
grab students' attention by introducing information, a topic, or a lesson in a
different way, and a video clip can "fit the bill." For example, we
began a unit on Natural Disasters by showing a portion of this first report on the Japan earthquake and tsunami.
Video Clips and Questions
Another way to use video to generate student thinking
involves students watching a short video clip and then writing questions about
the clip. Students divide into pairs, exchange their papers, and answer their partner's
questions. Students then exchange papers again and ''grade'' their partner's
answers. The fact that students are writing questions for a real audience (a
classmate) tends to lead to better questions. Students may also take more time
answering the questions because they know a classmate will be ''grading'' them.
