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Using film and video in the classroom is motivating and fun but can be daunting for the teacher. This book guides and supports teachers with plenty of practical suggestions for activities which can be used with drama, soap opera, comedy, sports programmes and documentaries. Many of the activities will lend themselves for use with DVD and webcasts.
" ... Provides practical and principled advice to inexperienced and experienced teachers who are using or plan to use video in second language teaching"--Page 4 of cover
TESOL / ESL Teaching.
Introduction -- Myth 1: authentic texts are inaccessible to beginners -- Myth 2: authentic texts cannot be used to teach grammar -- Myth 3: shorter texts are more beneficial for language learners -- Myth 4: activating background knowledge or making a word list is sufficient to prepare students for authentic texts -- Myth 5: authentic texts can be used to teach only listening and reading -- Myth 6: modifying or simplifying texts always helps language learners -- Myth 7: for learners to benefit from using authentic texts, the associated tasks must also be authentic -- Epilogue -- Appendices A-G: myth activities.
Adult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in Authenticity in the Language Classroom and Beyond: Adult Learners highlight how teachers have the ability to transform language instruction from a mechanical learning experience to a dynamic interaction to assist learners in reaching real-world goals. Rather than focus only on native-speaker norms of language production, English language instruction can provide adult learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning. The chapters in this volume demonstrate how language teaching practices engage learners' inauthentic experiences, using and producing texts to meet international and localized communication needs. All the chapters in this volume demonstrate that authenticity is more than just the materials we use. Authenticity also means using language for real purposes. It means engaging students in collaborative learning, involving discussions, negotiations, and decision making. Authenticity is creating real uses for English, not just modeling native-speaker language and culture. With English increasingly being used as a lingua franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world.
Seminar paper from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning – no matter whether verbal or non-verbal – has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials – such as literature – that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube – such as free accessibility or the possibility to contribute –, in order to work out the advantages these YouTube-specific features additionally offer. The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology. The thesis closes with a summary of the main conclusions of part I and II.
Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.
A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA. Grouped into five sections, the papers in this volume: * consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting; * consider input in terms of factors which are internal to the learner; * examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught; * deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and * discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.
This book provides both principles and practical guidelines for Less Commonly Taught Language (LCTL) teachers of all levels and languages to transform raw materials into activities for the language classroom. Grounded in research, the author lays out a series of principles that serve to remind teachers of the possibilities that exist when they consider using authentic materials in the classroom. Each principle in the book is accompanied by numerous practical examples in a wide variety of languages created by the author and by teachers who have participated in a summer institute led by Bill Johnston and Louis Janus at CARLA since 1999.