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Maximizing Pedagogical Maximizing Pedagogical Effectiveness in Using Video Effectiveness in Using Video Clips in Language ClassroomClips in Language Classroom

Rong YuanRong Yuan

Defense Language InstituteDefense Language Institute

Chinese LEARN 2009Chinese LEARN 2009

Problem Defined

• Selection of video clips

• Task design

• The existing format of Q & A

The Nature of Listening Comprehension

• 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

Process of Listening Comprehension

• Bottom-up

• Top-down (Nunan, 1989)

Successful Listening Involves…

• 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).

Ways to Check Comprehension

• 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

• 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

• 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)

The Integrated Language Lesson

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

Developing Listening Strategies

• 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 backgroundknowledge, schemata.

• (Brown, 2001)

Sample Chinese Video ClassPre-Listening Phase

• 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-Watching Phase (Cont’d)

• Activation of schemata

• Types of schemata

--linguistic

--content

--cultural

Sample Chinese Video ClassDuring-Watching Phase

• Graphic Organizers (GO)

GO Example

GO Example

GO Example

GO Example

Sample Chinese Video ClassDuring-Watching Phase (Cont’d)

• 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)

• Language Learning

--vocabulary learning

-- useful phrases on the topic

Sample Chinese Video ClassPost-Watching Phase

• Skill integration: Listening+ Speaking

• Different tasks for different students

-- list of adjectives or adverbs

--role-play

-- writing: sick leave note

Task Design Principle

References

• Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.

• Brown, (2001). Teaching by principles: An interactive approach to language pedagogy. 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/


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