O video e o ensino da língua inglesa

8/3/2019 O video e o ensino da lngua inglesa

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H . O. Ei ti m Fak l tesi D er gi si 1992 S~y : 7 Sayfa: 295 - 311

VIDEO, LANGUAGE TEACHING ANDTHE LANGUAGE ,TEACHER .Prof . D r. Mehme t DE~1REZEN (* )

Introduct ionThe use of v ideo and v ideotapeaf ter 1975, as aresource of audio-visual element ,has been a methodologi cal i nnovat i on to l anguage teach ing.area. Using v ideo i i cl ass h as b ecom e ver y p op ul ar i n m an y sch ool s si nce i t i s a f lex ib le l an gu ageteach ing inst r ument , p resen t i ng au then t i c and real -l i fe o r most l y near - r eal -l i fel anguage data, i l lust r at i ng language use in a var i etyand paral i ngu i st i c aspect o fcommunicat ion. In addi t ion v ideo br ings in a change from therout ineof teacher and

t ex tb oo k" ( Bar r y T om al i n, 1986: 1) . T he i n cr easi n g i n ter est i n t he u se o f v id eo i nlanguage teaching has produced not only posi t ive but also negative react ions amongthe lanuage teachers and languaget eaching experts. In this study, numerousbenefi tso f v ideo using in l anguage teach ingwi l l be shown as a revalu ti an and innovat i on inl an gu age t each in g m et ho do lo gy , an d at t he sam e t i m e t he p ossi bl e d an ger s an ddamages created by video in foreign languageteachingwi l l be discussed in detai ls.Same featuresof VideoA video and i ts cassette can be consideredas an imm enseamount of audio-visualin for mati onstacksin cethey offervisualandaudiocluestomeaning.Asamethodofforeign language teaching mater ial presentat ion, i t br ings in the most near - real i st i cr ep resen tat i on and i I Iust r at i ono f real l if e i n to thec lassroom. Of course, the use o fv i deo depends on studen t i n terest and studen t l evel , the in tensi t y and durat i on o fcourses to be taught . In addi t ion to theaudial ~ lement , thev isual element of v ideo inlanguage teaching and communicat ion has proven great value, and therefore i t has

been sat i sfactor i l y fu ff i ll i ng such a v ital need in l anguage teach ing. i t can great l ycon tr ibu te t o t he d evel opm en t of p rof essi on al , soci al , an d com m un icat ivecompetence of language leamers. The fact is that v ideo can easly move the studentsf rom the observer - Ieamer ro le towards the nat ive speaker /par t i cipant ro le. Thus, i t( ") H acet t ep e ni v er si t esi Egi t i m Fak lt esi gr et i m yesi .

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en abl es t he st ud en ts t o p er ci eve an d m ast er t he vi su al si gn s i nt ri nsi c t o t he au th en ti ccomm unicat ion task. .The ro le o f thev i sual el ementN eed less t o say, vi deo t ext i s a syn th ~ si s of sou nd an d vi si on . "V id eo h as ap sy ch ol ogi cal ef fect w hi ch i s d ist i nct f r om an y o th er p r oj ect ed m ed i a" '( Jam esH eat en , 1989: 45). i t i s a t act t hat t he vi su al el em en t hel ps t o t he f or m at ion ofstudents' sel f -conf idence, fami l iar i ty wi th the physica , psycho-social aspect of aforei gn language env ir onment si nce i t p resen ts the sl i ces o f real -l i fe si tuat i ons inclass atmosphere. The v isual content compensates for the leamer 's def iciencies inl anguage code and sensi t i vi se them to what they !eam since i t has the poten t i al o f

br inging into classroom a wide range of objects, places, concepts, andculture~speci f icknowledge. By seeing the authent icm ater ial in an authent ic sett ing,the studen ts easi l y con tex tual i se the i tems to be leamt , and th svery fact r emovesthe in t r insi c d i ff i u l ti es o f a forei gn language to someexten t . i t may even be statedthat v i deo can reduce the negat i ve i n ter ferences o f the mother tongue to a degree,since when contextual isat ion comes in thenegative transfersfrom the mother tonguew l l natural l y subsde. Thus, v ideo mot ivates and sensi t v zes the students, takes nthe real - li fe si tuat ions into the classroom, contexual ises the i tems of the sy l labus,and enables the studentsto pract icethe foreign languageconsciously in a control ledenv i renment , and th is helps thecomrehension,and theretent ion of the lessons, andenhances the languagein ternct ioninto a better comm unicat ion.Features of visual elementUsing v ideo in class is actual l y l memum which jounstheinter relat ions betweenthe aural and v i sual channel so f commun icat i on .To judge to what ex ten t thev i sualelement affects comm unicat ion in general and n language teaching in part icular , ananalysis of the componentsof the visual element is needed:The componentsbf thev isual elementIn such speech si tuat ionsl ike telephoneconversat ions and radio broadcasts, theau r al el em en t m ay f al l sh or t t o co nv ey t he m essage. Fo r ex am p le, ex pl ai n in g t hedirect ions on the phone is muchharder, people st i l I make gestures whenspeaking ont he ph on e al though t hey cann ot be seen . Then , body lan guage i nevi tably

accompanies the aural message. Body language s ful l of non-verbal comm unicatonin wh ich rhytm ic body movements, head nods, gestu res, i n tonat i on , postu re, andfacial expressionst akeplace, and al l of thesearecul turespeci f ic, and which affectthei n ten ded m essage an d ar e d ir ect ly r el at ed w it h t he st r uct ur e o f t he m essage. i t i sobv ious that body language i f not known by the leamer w l l cause prob lems.2


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The vi su al el em en t i s ver y ef fect iye an d i nf or m at ive becau se i t exh ibi ts aphysical ~ett ing in which the.background, si tuat ion,and piut i cipants take place, inthe interact ion of which meaningful languageusageshows up. . The background represent theplace where theinc ident takes place; people'selo thes and the atmosphereof theset t ingexer t in format ivedetai l s over the intendedlanguage i tems to be taught .-2. Si tu at ion : T hi s i s t he vi ew er 's i nt er pr et at ion of w hat i s h ap pen in g, w hy i si t h ap pen i ng, w hi ch l ead t he v iew er s t o t he i n ter p ret at i on o f t h e r el at i on sh ip an din teract i on o f par t i ci pan ts. Thus, a studen t can real i se i n what k i nd o f a si tuat i on afel low student is addressedform alyor informal ly.3. Par t i dpan ts: The people i n thephysi cal set t i ng act i ng as classmates, workcol lagues, businessmen, shop at tenda~t , and the l i ke. The status, age, profession,personal i ty , and sex of thepart ic ipants lead to theunderstandingof the interact ion.The v isual element of v ideo v iewing also exposes some paral inguist i c elements,which areproxemics, posture,gesfure, facial expressions,and eye contact.A . Pr oxem ics, i s t he d ist an ce of t he p er son s or obj ect s t o each ot her i n t he

set t i ng, Le., people si t t ing nex t to each o ther o r faci ng eact o ther : Proxemics al sovar i es across cu l tu res.. That i s, i t embod ies the "social no rms wi thi n each cu l tu re.Such norms change f rom cu l tu re to cu1tn re,and can cause misunderstad ing andm i si n ter p ret at i on , r esu lt i ng i n . su sp ici on an dem b ar r ash m en t o n t he p ar t o f t heleamer. .B. Po st u re, i s t he act i ve o r p assi ye at t it ud e o f t he b od y o f ch ar act er s t o eacho ther dur ing the course o f i n teract i on .The general way thewho le body i s exposed ,ei ther si t t ing or reclining, or standingdur i ng the conversat ion.Posture is often calledbody language.C. Gestu re i s thebody language, wh ich most l y causes miscommun icat i on andi s cr eat ed by ar m, han d, an d body m ovem en ts. Gestur es ar e also k nown asparal i ngu i st i c featu res, wh ich cer tai n l y form an essen t i al par t o f commun icat i on .Theyare very idiosyncrat ic even though di f ferent languagecommunit iesuse broadlysi m i lar gest ur es. D ei ct i c gest u res ar e al so l ik el y t o b e si m i lar . b ut i n m an y casespure grammar ru les most ly fal l shoft to explain thei r usage. That 's why pral inguist i c

features in ter fere negat ively as cross-cu1tural l y or iented problemat ic cases intoforeign language teaching act iv i ty. The interpretat ionof the meanings of gestures isvery easy by v ideo, which serves for the widening of the socio l inguist i c exper ienceo f the studen t and br i ngs in socio -cu l tu ral onen tat i on . I t al so paves the way for thenaturalbackground for the teachingof leamed gestures.297


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D. Facial expr ession, this r epresents the changes in the m outh, eye,eyebrows, and mascular tension.E. Eye con tact compr ises; gazez, gaze lengths, and game d i rect i ons. " In somecu 1t ur eseye con tact b et ween m an an d w om an i s st ri ct ly f or bi dd en ou tsi de t heimmediate fami ly " (Margaret A l lan, 1986: 66) .T hese v al ues o f v isu al el em en t j oi n t oget her an d act i n ter vo wen ly an d ex er t ast rong puU over the comrehensib i l i ty of the communicat ion in teract ion. "Languagel eam er s n eed t o b e f am i l iar ~ i t h t he seu i ng, ch ar act er s, sp eech i n ten t io ns an dlanguage used before they can successfu ll y r o le p lay " ( J~k Lonergan , 1983: 77) .

Using v ideo in the classroom, then , ser ves for the el im inat i on o f many in teract i onp r ob lem s, an d t h ro ugh t he sl ices o f r eal l if e si t uat i on s t h at t hey m ay en co un t eroutsi de the class. Especial l y the v iew ing o f the paral i ngu i st i c featu res shapes thespeakers'contidencebecause arn movementsfacial gestures~and eye contact form animportantpar t of comm unicat ivef iuency. For example, when one introduceshim sel ft o a p er so n b y sayi ng 'M y n am e i s Jack ", h e ex ten ds h is h an d t ow ar d h is m en d,w ho, i n t ur n, w hi le an sw er in gt hi s by sayi ng, "Pl eased t o m eet you ", t hey bot hshakehands.STEPS USING VIDEO IN CLASSBefore using v ideo in class, thefo l lowing threestages must be under the controlof the language teachers:. Pr evi ew in g: T He st ud en ts ar e p rop er ly i nf or m ed on , wh at w il l t hey see a

l iUle momentslater~and then necessary instruct ionsare r iven in accordancewith theaim of the lesson . , .2. V 'i ew ing: The studen tswatch the show embodying the leaming i tems.

3. Postv iew ing: The studen tso r groups,under the con tro l o f the teacher , m~ethechal lange and argue wi th each other or wi th other groups. Af ter th is the languagei t em ( st or y o r' l ik e) m ay b e sh ow n agai n i n i t s t ot al it y. Of co ur se, t her e ar e o th erpossibilities.Video can be uti l ized todevelop di f ferentskiUs at di f ferent t imes. A videotapecanbe stopped,wound forward andbackwards,as the teacherand the studentsneeded; thepicture ,onthe screen may be frozen, aUaf wh~chgive the teacher over theoutput oftheprogramme. i t must be bome mind 'that lack of outputcont rol rest r l cts a teacher 'spedagogic moves and cannot adjust and adopt his teaching to match leamer-react ionto the mater ial presented" (Jane Wi l l i s, 1983:53) ..In aresearch madeby Jane Wi l l i s

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i n 1983 en t iOed "101 Ways to app ly V ideo" There are in terest i ng observat i ons onteaching four fundamental ski l ls l ike reading,wr i t ing, spekaing, and l isteningoUsing video in teaching readingV ideo can help to i ncrease read ing spet }dand to develop bet ter sk imming andscan n in g ab il it i es f or i n fo rm at i on . " M ech an i cal r ead in g sk i ll s ~ ay b e t r ai n ed b yusing v ideo ... Many non-nat i ve speakers have d i ff i cu l ty i n hand man ipulat i on andl eft -t o r ight eye m ovem en t i n t he ear ly st ages of r eadi ng an d wr it in g" (Chr isK en ned y, 1983: 97). T he ap pl icat ion of vi deo t o r ead in g sk il ls i s u nf or tu nat el yl im i ted . "V ideo i s occasional l y used asa st imu lus to pract i si ng read ing and wr i ti ngsk il ls,but i t is not t hought to be par ticular ly useful i n t hese ar eas" (Fr an ci s

Macknight , 1983: 8) .The kids may'be made to l isten to short stor ies, poems, speeches or lectures readby n at ive sp eak er s, an d t heyar e ask ed t or ead i n t he sam e m an ner t o ch eck t hebreath-groups,pr onunciationand inton ation(readingth er elated text). Thus, leaming,developing, and remov ing pronunciat ionmistakes can be achieved. Accord ing to ar esear ch m ad e b y Fr an ci s M ack n igh t, " 11 % o f i n st i tu ti on s h av e u sed ex ten si veread ing by v ideo in England" (F. Mackn igh t , 1983: 8) .Using v ideo to teach wr i ti ng sk i l lsV ideo is widely used in teaching wr it ing. The fol lowing repr esents thecommonest activit i es:_ A si len t vi deo (sou nd of f) sequ en ce m ay be shown t o set u p a n ar rat ive w ri ti ng

exerci se or r ole play. Si len vi ewi ng i s an excel lent way of arousi ng i nterest andp r ov ok in g t ho ugh t._ El em en tar y com p osi ng an d com p reh en di ng ex er ci ses, t rai ni ng t he l ear ned t orecogn ise and copy let t er s, word and st ructu res could also be v isual l yp resen ted .- Cor rect ion of testsand dictat ionmay be achieved. ._ Wr i t ten summaryo f thecontex t may be taken down.- Tak ing formal no tes may be u t i li zed .- Pr eci s and sum mar les m ay be m ade.- Guided, free, and control ledcomposi toncanbe achieved.- Reports, cr i t icism, and reviews can be prepared._ Cr eat ive w ri ti ng m ay be d evel op ed . I n 1983, "25 % of En gl ish i nst it ut ion shave appl ied teaching wr i t ing" by v ideo in England (F. Macknight , 1983: 8).

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Using v ideo to teach l i sten ingL ist en i ng co m reh en si on can b e d ev el op ed b y m ak i ng t he st u den t s w at ch t h erelated programmes. This is widelyappl ied in ESP studies. V ideo l i teral l y provides

t he com pl et e pi ct ur e, an d t her efor e l ist en in g can be r ei nfor ced by w at ch in gcomprehension. Teaching and developing pronuciat ion can alsa be achieved, andmany pronunciat ionmistakescan be cured.Accor din g t o Fr anci s M ack ni ght, "i n t er ms of sk il ls video i s used m ost t od evel op t he l ist en in g sk il l i n i so lat ion , of ten m or e as t he m ean s of gi vi ng a m or eco m pl et e i dea o f l an gu age i n act i on i n t he f r am ew or k o f a co m pl et e si t uat i on " ( F.Mackn igh t , 1983: 8) . In h i s ar t i el e t iHed "V ideo and Engl i sh Language Teach ing in

Br i tain" , he states that ex tensive l i sten ing by v ideo was in 75% of the inst i tu t ion) ;o fEngland wh il e i n tensi ve l i sten ing was o f 73 %". V iew ing in terest i ngsto ri es i s goodfor the development and them astery of thegist o f l i sten ing.Using v ideo to teach speak ingSince v ideo recording i s ab le to p resen t real l if e o r l i fe- li ke si tuat i ons in wh ichthe ind iv idual s i n teract , i t p romotes develop ing oral sk i l ls. i t al so develops sociall anguage ab i li t i es o f ESP studen tswhen they encoun ter such prob lems inside or

outsi de of the schools. i t helps t o over com e com m uni cat i on di ff icul t i es orbreakdowns with fe110w students,pol ice, landiords,booking elerks, at lectures, at adoctor 'sof f i ct ; or at post of fi ce._ Int roduction dialogues, OO11s,o r ro le p lays by v ideo wi ll estab li sh thecon tex t ,social set t i ng, status, and thero le o f thecharacter s. So thes tuden tsget to be moresociable in mul ti-ethnic classes.Discussion mak ing may be promoted.Student 's "problems in thei r reluctance or

i n ab i1i t y t o t ak e an . act i ve p ar t i n d iscu ssi on s, d i ff icu lt y i n o pen i ng an d el osi n gco nver sat ion s an d ch an ci ng t op ic, an d n ot u nd er st an di ng t he vi su al si gn s ofnon-verbal comm un~cationmay be overcome (Chr issKennedy, 1983: 99)._ Cur rent research also ind icates that many of the foreign students exper iencegr eat d if fi cu lt i es i n sei n in ar s. T he w ro ng u se o f b od y l an gu age, eye co nt act , an dother paral inguist iccproblems may be removed by video showing. For example "eyecontact i s ver y impor tan t i n a speech act . Duri ng social i n ternct i onpeople l ook ateach other in the eye, repeatedly but for short per iods... wi tout eye contact people'donot feel that theyare fu11yin communicat ion" (Argy le and Dean, 1972: 301) ._ "On- l ine par t i cipat ion is d i f f i cuI t to achieve especia11y in the teaching of oralsk il ls -si nce vi deo i s l im i ted t o p resen ti ng asp ect s of com m u ni cat io n" ( Ch ri sKennedy, 1983: 101).300

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V i deo w as b ei n g u sed i n 43 % Qf t h e i n st i tu ti on so f En gl an d i n 1983 t o p r om o teoral prof ideney. The fact is that i t presents languageleamers l imi t less mater ials fordiscussion.

V ideo, then, is highly funct ional especial ly in prom oting the or al andcomm uncicat ive f luency by gett ing the studentsto talk:.H def ini tely encourages oralf l uency th rough con tro ll ed presen tat i on o f communkat i ve scenes. H must al so bebome in mind that theprosodic features l i ke pi tch, rhy thm, tempo,and loudness alsohelp to develop bettercontrol of word-phrase-clause-sentencentonation.

Video andESPIEL TV ideo i s a h igh l y mot i vat i ng language teach ing tool for the language leamer i n

rel iev ing his pains and troubles dur ing the leaming process because he constant lysuffers from socio-psychol inguist ic problems and the mother tongueinter ference inleaming a foreign language. Since i t presentsreal l i fe or near real - li fe si tuat ions, theleam er wi ll gr asp n ot on ly au di al l y bu t al so vi su al ly t he pr oblem at ic ar eas oflanguageuseandproduction.

The creat ion of a real l i fe si tuat ion in a language leaming process is veryimportantand thiscan be beauti ful ly doneby video because ther epresentat ionof thescen es t o b e t au gh t on T V scr en e i s m or e ad van tageou s t han t he con ven ti on alexplanat ion of t he scen esby wor ds. "H can expose hi m to l iye i nstan ces ofcomm unicat ion rather than the usual simulat ionswhich teachers or textbook wr i tersh ave t o r esor t t o" (Ch ri s K en ned y, 1983: 96). Th e r el at ed vi deo seq uen ce w il li l lust r ate for the leamer the speech acts i r i wh ich he wi ll have to operate, can showhim t he i nstances of successful or un successful i nt er act i on , when or whym i su nd er st an di n gs o r m i sco m m un i cat i on s can o ecu r , an d h ow t o o ver co m e t hebreakdowns in commun icat i on . Since the teacher has h i s con tro lover the output ,both the teacher and the learner have theoppor tun it y to select and go back to thoseaspects o f r eal l i fe si tuat i ons to d i scuss for fu r ther cl ar i f icat i on and explanat i on .Thus. v ideo has created a remarkableadvancementin theleamer of varying stages ofcom m un icat ive com pet en ce i n leam ing a for ei gn language as a system ofcom m u ni cat io n. I n a w or d. vi deo h as en han ced an d p rom ot ed t he ESP an d EL Tteaching programmesand methodology. To i l lust rateth ispoint . aresearch made byFranci s Mackn igh t t i t led "V ideo and Engl i sh i n Br i tai n " can be ci ted ; on page 7 thefol lowing percentagest akeplace:

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% ofoccurences8975614845-4536Tl201616

FunctionsI n tr od uct i on t o t op i cI st imulu s o f i n ter estI n format ion on cu l t ural backgroundGen er al l an gu age sp in o ffCo nso li d at i on o f k n ow n lan gu ageCo nt ex tu al i sat i on o f a n ew lan gu ageI d en ti f icat i on an d p r act i ce o f 1an g. i t emsDevelopment o f p rofessional competenceBasi s f or p roj ect w or kSel f an al ysi s o f p r of essi on al t askDevelopment o f social competenceSel f an al ysi s of soci al t ask

T od ay, t each in g f or ei gn l an gu ~ ges by vi deo i s an i nt egr al p ar t o f l an gu aget each in g t ech nol ogy i n t he w or ld an d i s w id el y u sed b y n ot o nl y p ri vat e bu t al sogovernmentinstitutions. .Self-Iearn ing and im prom ent by videoOwi ng to i ts 'pr act i cal i t y, vi deo can be em ployed in tr acur ricular ly an dex t racur t icu l ar l y si nce i t hasthe proper t i es o f a un iquek ind o f exper i ence. Todaythere are many video l ibrar iesfrom where videotapescan be borrowed (oi 'purchased)

an d p r ogr am m es m ay b e w at ch ed b y l eam er s i n t hei r h om es f or sel f st ud y o r as ar eq ui r em en t o f an i n st i tu ti n al co nr se. A dv an ced l eam er s m o st ly f r eq uen t t heselibraries. .Advantges of using video in language teaching1. V i deo i s an au di o-vi su al ai d, of fer in gt he st il l or m ovi ng p ict ur es w it h orw i th ou t acco m pan yi n g so un d. T hat 's w hy , vi su al el em en t w hen j oi n ed w it h t heaudial featurebecomes an advantageand effects comm unicationor intended message

i n g e e ra J: andlanguageteachingnparticular.2. Video helps to gain f r t t -hand exper ience of in ter relat ionsbetween aural andvisual channels of commun icat ion.3. V ideo mater ials can be high ly valuable.teaching mater ials just l i ke tex tbooks,audio taperecordings, and f i lmstr ips.

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4. V id eo i s n ot an expen si ve m ed iu m; i ts t ech nology i s l ess com pl ex, l essexpensive, and less fal l ib le than thelanguage Iab.5. i t i s al so used to heigh ten awareness o f non-verbal si gnal s and appropr i atebehav ior to which the studentscan be easi l y sensi t i v ized. That 's why, " i ts is usefu lfor st imu lat i ng the ab i li t y to i n terp ret the in teract i on o f recep t i ve and product i vesk i l l s wi th a total contex t , and to act appropr iatel " (Francis Macknight , 1983: 8) .Su ch k in esi c feat ur es l i ke vocal an d n on -vocal feat ur es, u se of m od al s,i n tonat i on , gestu re, postu re and facial expressions are v i vi d ly . v i sual i zed . Thenparal inguist i c features, which cannot be explained by grammat ical ru les, cer tain lyform an essent ial par t o f communicat ion.Especial l y gestures are very id iosycrat icand therefore very much cross-cu l tural . By meansof v ideo, "paral ingust ics are besttreatedas aids to comprehensioncarry-ov.erfrom then ative language rather taught asaspects of behav ior " (Dave Hi l l s, 1983: 27) .6. Language teachingby v ideo hasproven great valueand can great ly promotetothe advancement of professional, social, and commun icativecompetence of students,and throughthe feedback faci l i ty i t exhibi tsan object ive approachto language study.7. Through effect iye and systematic exploi tat ion of v ideo sequences the studentswi l l become very evalat ive viewers and be much better equipped to cont inueleamingfrom video independently in thefuture.Precautionsfor English TeachersL ike any other teaching aids, v ideo is not a per fect teaching tool ei ther . I t has i tsw eak n esses, w hi ch m u st b e h an dl ed an d m o di fi ed f or t he go od o f t he cl ass w henneeded by the languaget eacher. Otherwise, theadvantagesof teaching by video may

be inescapably conver ted into d isadvantages.The fo llowing pointsmust bebome inmind by theEngl ish teachers:1. The camera and TV screen v iewpointsarenar rowerand morel imi ted.They donot showal l of everything as necessar i ly needed. .2. The v ideo tape shows on ly the del i beratel y p i ctu red shots for the v iewer andmay miss more of other detai l s. The teacher must add therelated detai l s to the scenei f necessary or when necessary . A lso, when people watch TV they tend to swi tch of f

menta~y. There is asi t back and relax posturewhich theteacher using v ideo needs tocombat" (Bar ry Tomal in , 1964: 30) .3. T he qu al it y of t he sou nd an d t he p ict ur e m u st be cl ear al l t he w ay t hr ou gh ,ot her wi se t he m essage i tsel f w il l be i ncom p reh en si bl e. T hen , t o b e op er at edef fect i vely , i t needs t rained teachersand th is reminds of teacher t rain ingcources in

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t he m ech an ics, an d esp eci al ly t o m ak e t he t each er s u se vi deo at x am i m um ef fi cen cythere must be a train ing for the methodology of video, though there is noweU-developed v ideo methodology today .

4. T he l esso n t im e occu pi ed b y vi deo v ar i es con si der abl y, bu t b road p at ter ns canbe i den ti fi ed . W it hel em en tar y gr ou ps t he aver age l en gt h of vi deo shown i s f rom 10t o 20 m i nu tes. Sh or t sequ en ce of 5 m i nu tes or l ess, or m or e ar e bei ng r epor ted . W it ht he ad van ced an d i nt er m ed iat e gr ou ps t he aver age l en gt h i s f rom 20 t o 40 m i nu tes.Som e 45 m i nu te seq uen ces o f v id eo sh ow f or ad van ced st ud en ts ar e al so q uot ed . T heavar age l en gt h of vi deo sequ en ce "at advan ced l evel occu pi es hal f t o t wo t hi rds ofteachi ng t im e, half the teachi ng un it at i nter medi ate l evel , and appr oxi matel y. aquar ter at el em antar y level" (F. M ack ni ght, 1983: 8-9). M an y of the i nstut i ti on sex t ract shor ter sequences f rom longer o r iginals.

5. i f w at ch in g of t he T V sequ en ce i s over don e, "t he l esson w il t ur n i nt o a p er iodfor wat ch in g T V r at her t han a t im e for l an guage l eam i ng" (J. M cgover n, 1983: 58).,6. In domest i c con tex t , as i n homes,v i deo i s most l y watched for thepurposes o fenter tainment and relaxat ion, and th is very fact may exer t negat ive in f luence to theclass act ivi ty. Therefore video may convert the studentsinto purely l isteners becausethe visual element can distract the students'attent ion from observat ion of language.i f i t ;s oversuppor t i vely used, the studenfs responce to v isual message w l l weakenan d h e w il l i gn or e t he sp ok en w or d . So m e l an gu age t each er s h ave d ou bt s o n t hequest ion whether or not thev isual element is a posi t i vea id to leaming, because "yousi t back and let i t f low over you; no par t i cipat ion isnormal ly requi red" (James Duke,1986: 19) . A good methodology on v ideo , as we see in Jack Lonergan 's book t i t ledV id eo i n l an gu age Teachi ng can r em ove t hi s dan ger : su ch com m un icat ivetechniques l ike

(soundoff)gappedscriptpredictionj igsaw viewing,

Sound on

sl ow m o t ionsi lent v iewing

and so on, w l l conver t thepassi ve v ideo v iew ing act i vi t y i n to an act i ve one.

7. So , "There i s a grave danger o f l et t i ng themach inemaster theman-an hour o flosing sight for our leaming object ives as thev ideo teases to be a language teachingtool and rever ts to ' telev ison, mesmer izing al l present encouraging act ive minds tosl ip in to thepassive, uncr i t i cal state that cataconic state that is the least conduct ive,304

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apart from actually sleeping,to learning"(JaneW il l is, 1983: 53). Such a statei s .k n ow n as p assi ve v iew in g, w hi ch i s v er y h ar m f ul t o t he l eam i n g p r ocess. Su ~ h adanger can be removed by prepar ingviewing guides, too.8. Video sequences do not necessar ly show the real- l i fe si tuat ions. Theanalysisof act ion on vi deo s p rof it ab le, b ut t he st ud en ts t hem sel ves st il l n eed t o go o npract ising and do tasks outdoorsaf ter hav ing watched thev ideo. "As observers theymay gain recep t i ve sk i l ls but onl y as act i ve par t i ci pan ts they wi ll gain p roduct i vesk i ll s. V i deo i s a m ean s t o an en d, n ot an en d i n i t sel f' ( 1. W i ll is; 1983: 41) .9. V ideo 'faci l i t i es the teaching process throughenter tainmenLThere has to be ad el icat e b al an ce b et ween m ai n tai n in g t he act i ve i n ter est , n ot go in g t oo f ast o radequate comprehensionand not becoming bor ing throughrepet i t ion.To avoid thedanger of v ideo takingover thelesson, the staging and presentat ionof v ideo mater ialrequi res del icate handl ing so as to maintain a pedagogic balance between the v ideocomponent and theteaching uni t as a hole.10.With the help of v ideo camerathe students'or teacher trainees'm icro-teachingp er io d m ay b e f il m ed ; each st ud en t w il l get a k ick ou t of b ei ng on T V scr een an dwi ll obtai n a cr i t i ci sm f r0!l l an object i ve eye. There can be some studen tswho may

have camera shyness too.So, l balance between the v ideo mater ialsand teaching aims has to be matched.Only thenteaching by video wi l l be a pedegogically or iented teaching process. Thus,vi deo becom es a m eans of gi vi ng t he studen ts a language bat h i n the t ar getlanguage.

CONCLUSIONL an gu age t each i ng b y v id eo , w hi ch i s r el at i vel y a cu r ren t i n no vat i on , h as i t sr ight fu l p lace i n l an gu age t each in g t ech nology becau se i t exhi bi ts a st ron gpotent ial i ty in teachingand develop ing di f ferent sk i l l s at d i f ferent t imes. i t cannot besaid that there i s any one med ium that i 'sbest for teach ing a gi ven languag.esk i l l,but cer tai n l y each med ium leaves i t s par t i cu l ar impr i nt on the leaming process. Al esso n w hi ch u ti l ises a vi su al m ed iu m l eav es a v isu al i m p ressi on o f t he si t uat i () nassociated wi th the language on the mindsof the students.V ideo jux taposes audialand visual elem ents of learn ing together , that is why i t is potent ial ly andpedogogical l y much bet ter in termsof inst ruct ion.V i deo p r om o tes v iew in g co m rp eh en si on b y st op /st ar t /r ew in d f or w ar d s an dbackwards/play, sound on/soundoff / . Such a potent ial i tybeaut i ful ly" contextual izes

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thenew teaching i temsand of fers a ready contex t for rev iew of mater ial that had beenpractised undera careful control".(1.Megovem, 1983: 58).Af ter achiev ing thecontex tual i sat ionthroughm ak ing v iewing an act iv i ty wi th apurpose, v ideo v i sual l y sensi t i vi ses the studen ts to heigh ten thei r awareness o fnon~ verba!signal and appropriatebehavior." The taped perform ancecan be replayedas many t imes as the studentsand theteacher desi re, speci f i c problems in grammar ,vocabulary, intonat ion,and gesturescim be analyzed and discussed separately. Thisal lows graduated cycl i cal at tent ionto a number of in ter related features at the sametime that studentshave thedist inct advantageof seeing themselves as they real ly arei n con text whi ch r equi res behavi or t hat i s di ffer en t fr om that typi cal i n the

classroom" (Suzan Mocr idge-Fon, 1989: %).Teach ing programmes avai l ab le on v ideo const i t ute a t r emendous add it i onalteaching and leaming aid. I t hasa power to at t ract ,amuse, and mot ivatethe studentsto greater l evel s. The purposeo f usingv ideo in cl ass i s to teach and to en ter tai n ." I tenhances the student mot ivat ion,by vary ing the classroom act iv i ty, "pushing backt he w al ls o f cl assr oo m an d sh if ts t he f or ceso f t he l esso n t o t he o ut si de w or l d" ( J.Mcgovem, 1983: 58) . Thus i t can rein fo r ce the teach ing process wi thou t bor i ng the~

students.Video makes the teacher 'sjob easier , and i t should not be regarded as a subst i tutef or t he t each er . A nor m al l ear ni ng si m uat ion i s m ost ly a l ear ner -cen ter ed bu tteacher-di rectedoperat ion.In other words, " thet eacher may occupy a role' whether asa d idact , gu ide, faci l i tator o r an imateur , (that i s) no t an at tempt to pu t teachers on aneedless pedastal" (1.Lonergan, 1983: 73). So video cannot replacet heteacher and i ti s not 1980's equivalent of the language Iab.V i deo t ech no lo gy i s st i ll d ev el op in g, b ut , t h er e ar e f ew w el l- pr ep ar ed v id eoprogramme since there i s poor ly developed v ideo methodology ( see the avai l ab lelanguage teaching programmesby v ideo, adapted f rom Bar ry Tomal in , 1986, at theend of th isessay). In th is respect , BBC Engl ish has some good programmes, such as

On We go, People You Meet , TheBel l crest Sto ry ( for Business students) , and BBCOp en U ni ver si ty. I n ad di ti on , . Ger m an T V au th or it ies h ave p rep ar ed t rai ni ngmaterialsf or teachers,a mu lti-m edia-coursenamedFo ll ow Me. In Turkey, EskiehirAnadolu Un i ver si t y has ; l im i ted number o f such ser i es. Turki sh TRT has a few ofthese, too.For teacher t r ai n i ng, v ideo and v ideo camera may beo f great value. Many o f thestudent 'sact iv i t ies l ike performancein oral tests, role plays, teaching per iods can bevideoed to be used as an object iveeye and asa feedback in Teacher TrainingCourses.

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I n sum , video m ay br ing in object ivi ty, m ay rem ve socio-cul tural ,socio-psychol inguist ic problems involved in language teaehing, removes negatiyei n ter f er en ces o f t he m o th er t on gu e, an d can p ot en t ial ly d ev el op a' w id e r an ge o fl i ngu ist i c an d sem i li n gu i st i c sk i ll s. I t b eau t if ul ly d ev el op s t h e co m m un i cat i vecompetence of the language learners, removes sociocul tural disor ientat ion since i tt each es m o re t h an l an gu age, t hat i s, i t al so t each es so ci al l if e an d cu lt ur e. A t t h ead van ced l evel of l an gu age t each in g, "vi deo can b e t he p rovi der of r eal w or ldex per ien ce" ( M . A ll an , 1986: 74). Fi nal ly, i t m ayaso p rovi de t he p rom ot ion o feducat ional just i ce and oppor tun i ty .The connect ion between v ideo and a computerwi l l faci l i tate the language teachingact iv i ty in thefuture.

. I n dex of or gan isat i on s an d cou rses(Adapted fr om Bar ry Tom ali n, pp. I II - 114.

At H om e i n Br itai nBBC En gl ish by T el ev isonV ideo , au dio an d p r in t co ur se f or t een ager s i n -t en di ng t o v isi t Br i tai n.

BBC Engl ish by Radi o an dTelevision,Post BOJt 76,Bush House,Aldwych,L on do n W C2

Pr odu cer of Radi o, an d t el evi son cou rses fort each in g En gl i sh , al so v id eo, au di o. an d p ri n tmat er i al s. Rad io p r ogr ammes' av ai l ab le f r ee t oover seas n et wor ks. Back up m agazi ne. BBCEn gl i sh , p ubl i sh ed b i-m on th ly. V i deo an d r a-di o tr ai ni ng on sum mer schooL. Si x m onthl yradio sche.dulesand catalogues available free.

BBC External Serv ices( ad dr ess as BBC En gl i sh b yRadio above.)Br oad cast s p rogr am m es i n En gl i sh an d i n f or -ei gn l an gu ages, i ncl ud in g, En gl i sh t each in gprogrammes in the learner 's mother tongue.

BBC Wor ld Serv ice,(address asabove) H our ly new s br oadcast s i n En gli sh an d a11-En gl i sh n ew s an d f eat ur es, o ut pu t t wen ty f ou rhours worlwide.Bid Fo r Po werBBC En gl ish b y T el ev isi on En gl i sh f or i n du st r y an d co mmer ce in ter med i -ate l evel vi deo wi th audi o and pr in t back up.A I so av ai l ab le as T V ser i es. I n ter act i ve v id eo -d isc component avai lab le.

Br ighton Polytechnic,The Language Cent re,Falmer,Sussex

Under Dr Br ian Hi l l , one of the forem ost or -gan isat ion s assessi ng an d t rai ni ng i n t he u seof vi deo i n class. Developed an i nter act i vev id eo di sc f or Bi d For Po wer ( see abo ve) . Br i t-i sh Co un ci l su mmer sch oo l v id eo cen tr e.307

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T he Br i ti sh Co un ci l ,10 Spr ing Gardens,LondonSW1 .D ev elop er so f v id eo ( V id eo En gl i sh , an d T ele-v isi on En gl i sh ) an d t each er t r ai n er s an d ad vi r -ser s. T he Cou nci l r un an d ad vi se o n cou rses i nbot h h ow t o u se an d h ow t o m ak e ed ucat ion altechn ology. Detai ls fr om r egi on al offecesoverseas or f rom London .

ReportersBBC En gl ish b y T el evi si on I nt er m ed iat e gen er al En gl ish vi deo f or 12-14year o lds. Pr in t bac cup .Schoo ls TV,BBC V i ll ier s H ou se,The Broadway,Eal i ng W 5

Pr od uces sch oo ls p r ogr ammes f or U K sch oo lsw hi ch can b e r ecor ded of f ai r an d u sed i n cl assby recogn ised schoo ls and co l leges.

Schools RadioBBC Broadcast ing House T he Rad io eq ui val en t of BBC Sch oo ls T V.Speak EasyBBC En gl ish b y T el ev ison A ser ies of m im e sk et ches on vi deo wi th pr in tan d au di o b ack up , av ai l ab le b ot h i n D K an d U SEn gl ish ver si on s. Si nce i t i s m i m e, t he cou rsecan be used at al l l evel s and i n teachi ng l an -gu ages o th er t han En gl i sh . Bo ok s d esign ed f or

i nter medi ate l evel wor k. US pr int ver si on byLongmanIne. .Spor ts RoundupBBC W or ld Ser vi ce BBC W or ld Ser vi ce sp or t s p r ogr amme.

Study TapesBBC K en sin gt on H ou se,Shepherds Bush.London W 1BBC r ad io p r ogr ammes o f an acad e~ i c ( st r on g-l y sci en ti f ic) b i as t r an sf er r ed t o au diocasset t eapd avai lab le for sale.Catalogues ,avai lab le.

Telev ision Engl ish ,BBC En gl i~ h by T el evi si on !Br i t i sh Counci lA ut hen t ic BBC d omest i c T V ex tr act s sp ecial l )"sel ect ed for -I ear ni ng En gl ish wi th fu ll p ri ntbackup. Advanced leveL.

Thames TelevisionInternational,184 Tot tenham Cour tRoad,L on don W L

M ar kets dom est i c Tham es Television pr o-gr am mes on videocasette with som e pr i ntback up f or l an gu age t rai ni ng o ver seas. Cat a-l ogu es an d d et ai ls of over seas agen ts av ai la-ble.Vid.eo EnglishMacmi i lan Pub lish~ rs V ideo cou rse wi th pr in t back up (N ew D im en -si on s) con tai ni ng sh or t ext ract s f or t each in gf un ct i on al En gl i sh at el emen t ar y, i n ter med iat eand advanced levels.

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V oi ce o f A m er i caco USIA,400 C St reet SW ,W ash ingt on OC, 20547USA.

Let 's WatchFilmscanL on do n Cal l in gBBC External Serv ices

Macmi l lan Publ ishersHoundmills, .Basingstoke,Hants.Off-stageHeinemann Educat ional~22 Bedford Square,L on do n W CIPedagogical PopBBC En gl ish by Rad ioPlay an d SayMacmi l lan Pub lishersPerson to PersonBBC En gl i sh b y T el evi si onBBC Publ icat ionsBBC Broadcast ing HouseRad io 3BBC Broadcast ing House

Un i ted States Overseas Broadcast ing network .W id e r an ge o f p r ogr ammes, i n cl u di n g t he n ew si n si m pl if ied En gl ish. Sch ed ul es fr om V OA orl ocal U S Em bassy. A m er i cal '! En gl i sh i nst it u-t ion al cou rses (Lon gm an ) aval iabl e, al so bi -l i ngu al ed it io ns i n som e cou nt ri es. T V an d r a-d io' ser ies avai lab le for overseas. networks, in -cl ud i ng a sp ecial v er si on f or I sl am ic co un t ri es.Ex am i nat io ns an d com p ut er sof tw ar e back upavai lab le. (Detai lsf rom BBC)El em en tar y an d i nt er m ed iat e v id eo w it h p ri ntbackup developed by Read ing Un iversi t y.T he m on th ly p rogr am m e sch ed ul e of t he BBCex ter n al ser vi ces av ai l ab le o n su bscr i pt i on . Ay ear 's f r ee su bscr i pt i on i s o ff er ed t o t each er s.Fr ee co py an d su bscr i pt ion f or m avai l ab le onrequest. .Pu bl i sh er s o f V ideo En gl i sh , el emen t ar y, i n ter -med iat e an d ad van ced v id eo s f or gen er al En g-l ish wi th pr in t back up. A lso Pl ayand Say vi d-eo for 4-6 year s ol d wi th p ri nt b)ck up.V ideo w it h p ri nt back up d er ived fr om p op ul arsk et ch es p er f or med b y memb er s o f t he En gl i shT each in g T heat re. Scr i pt s an d au di o t ap es ar eav ai l ab le i n t wo co ur ses, Of f- st age an d Fu r th erOff-stage.Radi o ser ies i n al l-En gl ish an d bi -l in gu al f or -mat t each ing .t he w or d s o f p op so ngs ( i nt er me-diate level) .V i deo f or ver y you ng ch il dr en w it h p ri nt b ack -up .Gener al Engl ish. vi deo wi th pr in t an d audi obackup at in termediate leveL.Publ ishes a range o f aud iocasset tes o f domest icBBC r ad io pr ogr am m e~ , i ncl ud in g H an cock ,The Gooons, et c. Catalogues avai lab le.BBC d om est ic b road cast in g n et wo rk -m ai n lyclassical music bu t hour ly news broadcasts andsummar ies accessib le to intermediate learners.

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Continu ing Educat ion TV,BBC V i l li er s H ou se,The Broadway,London W 52P A -Continu ing Educat ion Rad io,BBC,Broadcat ing House,Port land Place,L on don W lDouble Troub leFilmscanEnterprisesBBC Wood lands,Wood Lane,Lon don W 12ET I V id eoHeinemann Educat ional,22 BedfQr Square,L on do n W C1Fami l y A ff a rLongman Group ,Bu rn t M i ll ,Har low, EssexFilmscanChel ton ian House,Por tsmouth Road,Esher,Surrey, KTl09AAFinancial Wor ld Today

Fl ight 505BBC En gl ish b y T el evi si onFoll ow M eBBC En gl i sh by T el evi si on

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Pr od uce ed ucat io na) - p rogr am m es f or ad ul tswi thi n UK. Under cer tai n condi tions withi nU K,- p rogr am m escan be r ecor ded off a r an du sed i n r ecogn ised sch oo ls an d co ll eges. D e-t ai l s f r om BBC Co nt i nu i ng Ed ucat i on .T he r ad io eq ui val en t o f Co nt i nu i ng Ed ucat i onT V . Faci l i ti es as ab ov e.

V i deo w it h p ri n t b ack up f or 15-16 year o ld us.The or gani sat ion of the BBC whi ch sel ls pr o-gr ammes. mad e f or t he d omest i c mar k et f or u seby over seas n etwor ks. A Iso sel ls dom est i cp rogrammes on v ideo .Si x t heat re sk et ch es at i nt er n ed iat e l ev el byt he En gl i sh T each in g T heat re. T hescr i pt s ar eavai labl e i n Fu rt her Off-st age fr om t he sam ep ub li sh er . Back up act ivi ti es f or u si n g t he vi d-eo are. available.V i deo w it \1 p r in t b ack up f or gen er al En gl si h ati n ter med iat e l ev eJ. W r i tt en b ey Br i an A bb s an dI n gr i d Fr eeb ai r n t o co mplemen t Bu i ld i ng St r at -egi es, i t can al so bu u sed on i ts ow n.For ner ly a division of Nelson but now an i n-d ep en den t co mpan y. T hey p ub li sh a w ide r an geof vi deo co ur ses w it h au di o an d p ri n t b ac~ u p.

BBC W or ld Ser vi ce p rogr am m e w it h n ew s an df eu tar es on U K ap d i n ter nat ion al b usi ness an dfinance.In teract ive v ideodisc project made for Japan ont he Son y syst em . A sel f - acr ess cou rse at el e-men t ar y l ev el u si n g A mer i can En gl i sh .V ideo 'co ur se w i th au dio an d p r in t b ack u p, t ak -i n g l ear n er s f r om b egin ner t o T hr esh old ( i nt er -mediate) leveJ. Self-acress and.

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BIBLIOGRAPHYA ll an , M ar gar et . 1986. Teach in g En gl ish wi th vi deo. Lon gm an .Argy le, M. and Dean 1. 1972. "Eye contact , d istance and app licat ion" , in Laver and Hutch-i nson (eds.) Com m un icat i on i n Face to Face I nter act i on, Pen gui n.Bou m an n, Len ny. 1990. "V en i , V i deo, V i ci : V i deo i n l an gu age t each in g" . For um V ol .X XV I I, A pr i l, p p. 8- 1l . .D uk e, James. 1986. " Ho w t o u se v id eo ", EL T, V ol 2., I ssu e 2.H eat on , James. 1989. " An A u diov isu al Met ho d f or ESL ", i n Mar i an n e Cel ce- Mer ci a an dLoui s M acintosh (eds.), Teaching Engli sh as a For ei gn Language. New-bury House Publishers.H il ls, Dave. 1983. "The potent i al and l im itat i on s of vi deo", i n John M cgovem (ed.)V ideo Appli cat ions in Engl ish Language Teachi lg. Oxford: Per gam umPress. .K en n ed y, Ch r is. 19S3. " Vid eo in En gl i sh f or sp eci f ic p ur p oses" , i n Jo hn Mcgo vem ( ed .)V ideo Appl i cat i ons in Engli sh Language Teachi ng, Oxfor d: Per gam umPress.L on er gan , Jack . 1983. " Vid eo ap pl i cat i on s i n En gl i sh l an gu age t each ing" , Jo hn Mcgo v~em (ed.) V ideo Appl icat ions in Engl ish Language Teaching. Oxford:

Pergamu m Press._ . Lonergan, Jack. 1984. Video in language teachingoCambr idge: Cambr idge Universi -ty Press.M ack ni ght, Franci s. 1983. "V ideo and Engl i sh language teaching in Br itai n",i n Joh n M cgov em ( ed .) V i deo A pp li cat io ns i n En gl ish L an gu age T each in g. Ox -ford: Pergamum Press.M i ll er , D avi . 1986. "T he vi deo cam er a i n t rai ni n g" , EL T, V ol . 2. I ssu e 2.M c govem , Joh n. 1983. "T he t yp es of vi deo soft war e: au ser 's exp er ien ce", 111JohnM cgovem (ed.) V ideo. Appl icat ions in Engl ish Language Teaching.Oxford: Pergamum Press.M ock ri dge, Fon , Su zan . 1989. "T he t each in g of sp eak in g sk il l", i n M ar ian ne Cel ce-M er ci a-Loui s M c I ntosh (eds.) Teachi ng En gl ish aS a Secon d and For ei gnLanguage. Newbury House Pub lishers.N or b ro ck , H ar n i sh . 1986. " Ho w is v id eo b ein g u sed " EL T, V o l. 2., I ssu e 2.Sh ar ly, A lan . 1988. Rev isi ng w it h vi deo" , EL T., V ol . I , I ssu e 2.Tom al i n, Bar ry. 1986. V ideo, TV . and Radi o in Engl i sh class. London: M acm il -lan.W i l li s, Jan e. 1983. " Th e r ol e o f v isu al el emen t i n sp ok en d i sco ur se: I mp li cat i on s f or t heex ploi t at i on o f v id eo in EFL classr oo m", i n Jo hn Mcgo vem ( ed .) V ideo A pp li ca-t i on s i n Engl ish Lan guage Teachi ng. Oxfor d: Per gam um Pr ess.

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O video e o ensino da língua inglesa