“Video is a supercharged medium of communication and a powerful vehicle of information. It is packed with messages, images, and ambiguity, and so represents a rich terrain to be worked and reworked in the language learning classroom” (Cooper, Lavery and Rinvolucri 1992:11).
Allan (1991:48-9) presents several points that clearly explain the communicative value of video materials. First of them is that video is a source of realistic “slices of life”. When the teacher wants to present spoken language he or she must depend on her own abilities, textbook or an audio tape that gives a variety of background sounds and effects that may foster comprehension. However, the use of video adds moving pictures to the above list what makes the listening even more realistic and comprehensible as students can observe people communicating not only verbally but also visually. It also helps learners to concentrate because they are provided with a focus of attention while they listen. Secondly, video material is more likely to get students to talk provided that it is appropriately selected according to students’ needs. Consequently, it can be used to set the scene for role-play or initiate a debatesson a controversial subject. It also offers variety and entertainment. The sources of video materials are limitless and above all video is fun for students. Their expectations toward video are no different from the ones developed in a non-language learning environment and so teachers can encourage these positive attitudes by using video in a flexible way.
Allan (1991:48-9) presents several points that clearly explain the communicative value of video materials. First of them is that video is a source of realistic “slices of life”. When the teacher wants to present spoken language he or she must depend on her own abilities, textbook or an audio tape that gives a variety of background sounds and effects that may foster comprehension. However, the use of video adds moving pictures to the above list what makes the listening even more realistic and comprehensible as students can observe people communicating not only verbally but also visually. It also helps learners to concentrate because they are provided with a focus of attention while they listen. Secondly, video material is more likely to get students to talk provided that it is appropriately selected according to students’ needs. Consequently, it can be used to set the scene for role-play or initiate a debatesson a controversial subject. It also offers variety and entertainment. The sources of video materials are limitless and above all video is fun for students. Their expectations toward video are no different from the ones developed in a non-language learning environment and so teachers can encourage these positive attitudes by using video in a flexible way.
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