V. Ishchenko (PhD, Associate
Professor), V. Artiukh(PhD, Associate Professor)
Poltava University of
Economics and Trade, Ukraine
VIDEO AS AN ESP TEACHING TOOL
Modern approaches
of teaching ESP adhere to the concept of “language personality portfolio” which
includes such ingredients as “Resume”, “Job interview”, “Presentations”,
“Negotiations” etc. The level of developed skills in the sphere of ESP is the
ability of a student to express his/her intention according to the
communicative situation on the basis of the language material learnt.
The
adequate level of language and speech skills can be achieved through the use of
visual aids such as video. It is used to ensure the dynamics of teaching
process, to show some true-to-life situations of the reality, to form audio
visual atmosphere of learning foreign language.
Using
visual aids has some advantages, namely:
1)
more information value of the
material discussed;
2)
brightness and expressiveness of sensory
images;
3) dynamics of sense perception.
It is proven experimentally that systematic classes with
video speeds up forming of speech skills, activates cognition process, enhances
intellectual level of students, and extends their mental outlook.
The distinctive feature of a visual aids method is its
ability to show the reality in dynamics, progress which stirs and keep up great
interest in students. As a complex method it helps teaching the dynamics of the
learnt object as well: to consider specifity of logical operations, thoughts.
Therefore the given method is an effective method of ESP teaching, dialogical
speech in particular. Watching the situational dialogues forms the ability of
probabilistic forecasting that is the main mechanism of conversing. Due to the
emotional impact there is an effect of participation, a wish to anticipate and
continue the statement of a character.
As video is a synthetic type of art created for some specific
purposes it helps to work out proper attitude to the situation and be ready to
it in real life. As a teaching method demonstrating videos is subject to
step-by-step series of special assignments. Work with the video consists of three
phases: predemonstration, demonstration and postdemonstration.
Predemonstration period presupposes elimination of comprehension difficulties: new words and word-combinations are introduced and analyzed in the context/text, the realia and other socio-cultural factors are discussed. Some assignments aimed at reproduction of the
contents, sequence and dynamics of events, interaction of the characters are
given.
Demonstration phase can be accompanied by expanding of the words and word-combinations
into statements or logical forecasting of some episodes.
Postdemonstartion phase is the phase of control of comprehension
with the help of assignments, e.g.:
- correct the statements according to the plot of the
video;
- arrange sentences in the order of events in the film;
- complete sentences;
- characterize personages: their verbal/nonverbal behavior
in the given situations etc.
It is reasonable also to suggest students to give general
characteristics to the video. As a home assignment students can write an essay
on the video material.
There are certain requirements to using video in a
classroom:
·
Find video that matches your curriculum and is of high interest to the
students;
·
Use short segments; anywhere from two to ten minutes is ideal;
·
Preview the video and find appropriate vocabulary, idioms and/or content to
highlight for the students;
·
Pre-teach vocabulary or structures that the students may find especially
difficult;
·
Locate related texts to support your lesson;
·
Create opportunities for repeated exposures.
To sum up method of video aids is an efficient
teaching tool as it helps:
·
to teach students to comprehend and
adequately assess the information;
·
to develop the ability to observe,
classify, choose and hypothesize;
·
to make analysis and synthesis of
the information;
·
to actively learn to use some new
vocabulary;
·
to use the learnt material in the
communicative situations.
This approach ensures
quite new level of knowledge quality of students and forms their communicative
competence. Thus it conforms to the current requirements of linguodidactics and
serves as a method of intensification and optimization of teaching ESP.
1. Cruse,
E. (2007). Using educational video in the classroom: Theory, research and
practice. Wynnewood, PA: Library Video Company. Available: http://www.libraryvideo.com/articles/article26.asp
2. Goldman,
M. E. (1993). Using captioned TV for teaching reading. FASTBACK 359.
Bloomington, IN: Phi Delta Kappa Educational Foundation. ED 366 935
3. “Instructional
Uses of Video & Captioning.” National Center to Improve Practice in Special
Education Through Technology, Media and Materials. Available: http://www2.edc.org/NCIP/library/toc.htm
4. Koskinen,
P.S., Wilson, R.M., Gambrell, L.B., & Neuman, S.B. (1993). Captioned video
and vocabulary learning: An innovative practice in literacy instruction.
National Reading Research Center, Instructional Resource No. 3. ED 361 652
5. Meyer,
M.J. & Lee, Y.B. (1995). Closed-captioned prompt rates: Their influence on
reading outcomes. ED 383 326
6. Neuman,
S.B. & Koskinen, P.S. (1992). Captioned television as comprehensible input:
Effects of incidental word learning from context for language minority
students. Reading Research Quarterly, 27(1), 95-106.
7. Parks,
C. (1994). Closed captioned TV: A resource for ESL literacy education. ERIC
Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. ED
372 662