Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

Riba, Dalma: Using Video in the Classroom

157 experience ?tr only production of supplementary mater;-' Is advisable. Another important aspect of utilizing video faeiliti -3'in the classroom is observing the process of teaching, the work both of tnncfiers and students. However, teachers are not very likely to be encountered with this experience, at least not initially when dealing with video. I think presenting some basic information on I TOW the video casette player itself can successfully be brought into the classroom will be of more use for trainee teachers. This paper is just an outline of ideas on tins increasingly important resource, therefore calls attention only to major areas, like that of exploiting the visual element. It is to tie emphasized that ttie ctioice of materials lias tn meet the following three assumptions and expectations about video':

4 (i) it will be wort IT looking at (ii) it will provide elements not found in other media (iii) learners will benefit from it The first two criteria is, almost by definition, inherent in the audiovisual in the sense that it is a combination nf sound and vision, hence conveys the atmosphere of ttie target language nil turn; l anguage in fact comes alive realistically by the characters of the programme. In. I. lonergan's description: "The outstanding feature of video films is their ability to present complete communicative situations. Hie combinál inn nf sound and vision Is dynamic, immediate, and accessible This means that communication can be perci eved easily by viewers — end language learners ' "

7 I believe the most heneficient way of getting students acquainted with the advantages and disadvantages of video is by means of using it in college conversation classes as well. Tn litis ideal case video could be exploited twofold; primarily students' fluency would be improved by using some advanced level material with them

, and secondly, parallel with language practice in almost native situations ways of using video would be presented to them.. Thus indirectly arid still in a passive way they become familiar with the medium. After having had at least a few classes using video students would be interviewed on their opinion and asked to discuss pros and cont:

ras. In order not +o get in details the appropriate terminology is to be