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

- 538 introduced. The accompanying diagram is designed to provide a guide to enable students to focus on key expressions in connection with video. Using an overhead projector the relevant parts could ho revealed as the discussion advances. Though most authors claim that there are no actual rules to be followed by teachers, there still exists a unanimous agreement on two areas in connection with video exploitation, which are: (1) avoiding students' passivity (2) exploiting the non-verbal elements — as well as the verbal Inevitably watching video programmes immediately connects with an experience everyone lias been exposed to, and that is watching IV. Students should realize that watching video does not equal with sitting back passively during class. Teachers, on the other hand, must know the material well and be competent both with choice of segments and techniques of exploitation, because their role "... is central ... the teacher has to relate the materials to the language learner's needs." The fact that, though attractive and motivating, video is no more than an extra aid for language teaching should never be overlooked. Secondly, all the experts warn teachers not tn Incus exclusively on the verbal; in other words, use video differently from audio. There is no doubt about the unique wealth of information of sound and vision. This lias two aspects to it, (1) it presents language in realistic situations and (2) it is set in a cultural context. According to Margaret Allan, "... video is a literal medium demanding believable characters in believable situations."

7 Situation or action appears in its entirety, with all the extra- and paralinguistic aspects of communication. Language itself with its specific features is in the focus; language carries the cognitive load but visual clues are to be considered as potential clues to culture-bound elements of the message. Furthermore, the visual supplies teachers with extra discussion topics or can be exploited for improving writing skills as well. A most useful summary of the exploitation of the visual is given by M. Allan, in which she not only enunerates systematically the non-verbal elements of language but also gives some advice on bow to assess them. Her conclusion is that if the language to be studied is not officially