Maximizing Pedagogical Effectiveness in Using Video Clips in Language Classroom Rong Yuan Defense Language Institute Chinese LEARN 2009

Problem Defined Selection of video clips Task design The existing format of Q & A

The Nature of Listening Comprehension Reciprocal vs. Non-reciprocal Listening (Anderson & Lynch, 1988) Skills required: --identification of spoken signals --segment the stream of speech into words. --grasp the syntax of the utterances --possess non-linguistic knowledge & skills Listening

Process of Listening Comprehension Bottom-up Top-down (Nunan, 1989)

Successful Listening Involves… Segmenting speech into meaningful words/phrases Recognizing word classes Relating information to background knowledge Identifying rhetorical and functional intent Interpreting intonation & stress Identifying emotional/attitudinal tone Extracting gist/essential information (Yule, 1983, in Nunan, 1989).

Ways to Check Comprehension Answering: The listener answers questions about the message. Condensing: The listener outlines or takes notes on a listening text. Extending: The listener provides an ending to a story heard.

Ways to Check Comprehension Duplicating: The listener translates the message into the native language or repeats it verbatim. Modeling: The listener orders a meal, for example, after listening to a model order. Conversing: The listener engages in a discourse that indicates appropriate comprehension. (Lund, 1990)

Ways to Check Comprehension Duplicating: The listener translates the message into the native language or repeats it verbatim. Modeling: The listener orders a meal, for example, after listening to a model order. Conversing: The listener engages in a discourse that indicates appropriate comprehension. (Lund, 1990)

The Integrated Language Lesson Authenticity Task continuity Real-world focus Language focus Learning focus Language practice Problem-solving ( Nunan, 1989, p.130)

Developing Listening Strategies Tolerate the unknown Listen for specific information (skim, scan, collect data) Listen for key words Listen for main ideas Guess the context, meaning Predict purpose, outcomes Associate information with background knowledge, schemata. (Brown, 2001)

Sample Chinese Video Class Pre-Listening Phase The teacher tells the topic: Seeing the Doctor Seeing the Doctor Ask students to note down all the words they think would appear in the clip Play the video without sound Alternative?

Sample Chinese Video Class Pre-Watching Phase (Cont’d) Activation of schemata Types of schemata --linguistic --content --cultural

Sample Chinese Video Class During-Watching Phase Graphic Organizers (GO)Graphic Organizers

GO Example

Sample Chinese Video Class During-Watching Phase (Cont’d) Checking Comprehension --general information (global understanding) --Specific information (understanding of details) Question: Can we do it the other way around?

Sample Chinese Video Class During-Watching Phase (Cont’d) Language Learning --vocabulary learning -- useful phrases on the topic

Sample Chinese Video Class Post-Watching Phase Skill integration: Listening+ Speaking Different tasks for different students -- list of adjectives or adverbs --role-play -- writing: sick leave note

Task Design Principle

References Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press. Brown, (2001). Teaching by principles: An interactive approach to language pedagogy. Longman. Graphic Organizers: Retrieved March 28, 2009 from Lund,R. J. (1990). 1 A Taxonomy for Teaching Second Language Listening. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Images: Retrieved March 27 th, from