THE ROLE OF AUTHENTIC VIDEOS IN TEACHING ENGLISH AT TECHNICAL UNIVERSITIES
Keywords:videos, audiovisual materials, authentic, the English language, technical universities, English for Specific Purposes
The article deals with the role of authentic videos in teaching English at technical universities. The positive aspects of audiovisual aids' influence, concerning the engagement of both (left and right) hemispheres of the human brain, are reviewed. The main attention of the article is focused on the benefits and goals of using authentic video materials for language learning and teaching, as well as the advantages of using videos at the English language lessons at technical universities. The meaning of the notion “classroom management” is defined. The proposed paper also presents conditions for the good foreign language learning environment in the classroom. The most appropriate sources from which to select videos or their fragments for a technical university’s English lessons are provided. The criteria of video selection, which must be taken into account while preparing for the English teaching-learning process, can be found in the article. The basic ways of how to use videos at the English for Specific Purposes lessons in non-linguistic higher educational institutions are given. In order to reach the lesson’s objectives, it is necessary to create a sequence of interrelating activities at different stages of the lesson, which are opening, sequencing, and closing. Recommendations for work at each of the above-mentioned steps, using videos, are presented.
Berk, R. A. (2009). Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom. International Journal of Technology in Teaching and Learning. 5 (1), 1-21.
Brophy, J. (Ed.). (2004). Using Video in Teacher Education. Oxford, UK: Elsevier.
Cakir, I. (2006). The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom. The Turkish Online Journal of Educational Technology – TOJET. 5 (4), 67-72.
Canning-Wilson, C. (2000). Practical Aspects of Using Video in the Foreign Language Classroom. The Internet TESL Journal. 6 (11). Retrieved from: http://iteslj.org/Articles/Canning-Video.html. Last accessed 20th April 2015.
Cummins, P. (1989). Video and the French Teacher. French Review. 62, 411-426.
Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Gardner, H. (2000). Can Technology Exploit Our Many Ways of Knowing? In D. T. Gordon (Ed.), The Digital Classroom: How Technology is Changing the Way We Teach and Learn (pp. 32-35). Cambridge, MA: President and Fellows of Harvard College.
Richards, J. C. and Bohlke, D. (2011). Creating Effective Language Lessons. Cambridge: Cambridge University Press.
Sherman, J. (2003). Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press.
Wang, J. & Hartley, K. (2003). Video Technology as a Support for Teacher Education Reform. Journal of Technology and Teacher Education. 11 (1), 105-138.
Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of Listening Skills for University Students. International Journal of Linguistics. 6 (4), 200-212.
Wright, T. (2005). Classroom Management in Language Education. Basingstoke: Palgrave Macmillan.
How to Cite
Copyright (c) 2015 Advanced Education
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).