Week 7: Using Videos and Films in Second Language Acquistion

WEEK 7: 

Using Videos and Films in Second Language Acquisition

In our ICT for ELT class, we learned about integrating videos and films as authentic materials in the ESL classroom. Based on the lesson, I believe that video and films do help in second language acquisition. According to Sato, using films read by native speakers is effective for low English proficient students given that they were also taught basic sounds of phonetic changes in listening comprehension practices. Hence, emphasizing on learning the sound system is needed to understand spoken utterances.

Furthermore, choosing videos and films as authentic materials assist learners in improving their second language acquisition. As Krashen proposed comprehensible input theory (i+ 1), where he hypothesized how the learner acquires a second language. This hypothesis bring forward the idea where  learner improves and develops along the natural process when learner receives second language ‘input’ that is one step beyond the current level of competence of the language learner. The theory (i+1) further explain that giving learners this kind of input assists them acquire language naturally, instead of learn it consciously. For example, the teacher chooses reading materials for lower- intermediate level learners that is from an upper- intermediate level course book. This is also applied to the choosing of appropriate content of films as the learning materials. Further, based on what the teacher observes the learners, the teacher supposes that this will give them ‘comprehensible input’ to help them acquire more language. Therefore, trying to understand language slightly above their level motivates learners to use natural learning strategies such as guessing words from context or situation shown in the films.

Besides, Dale’s cone of experience proposed that the key point   when choosing an instructional method is involving students in the process that strengthens knowledge retention. It unveiled that “action-learning” techniques result in up to 90 percent retention. It bring the idea of people learn best when they use perceptual learning styles also known as sensory based learning. The more  sensory channels possible in interacting with a resource, the better chance that learners can learn from it. According to Dale, instructors should design instructional activities that based on real-life experiences. Thus, showing films which most likely contain daily conversation of the native speakers will expose students to relate to the context and most probably to pick up words from the movie. Language learners might be recognizing pronoun, using appropriate expression in certain situation and many others that may not be cover in the formal classroom.

BY:

FATINAH