TESOL_layout_test_Charlotte_Seymour

TEACHING TIMES@TESOLFrance www.tesol-france.orgSpring 2016 #76 Teaching with the Telly Steve Muir gives his tips on how to make the most of the small screenEffectively managinga Blended LearningCourse Jeremy Day’s tips on how to manage a Blended Learning course What Do French Learners Think? Ana Laura Vega’s insights into what those who are learning French, really thinkTOP STORIESTom Farrell discusses Reflective Practice in the classroomMark Hancock suggests activities to teach pronounciation for listeningPLUS:Voices from TESOL France’s regions: Lyon, Grenoble, and Nantes

6 ACADEMIC ARTICLEDVD for Effective Spoken Communications TrainingRos Wright looks at the rationale behind employing the medium of video (DVD) in the development ofeffective spoken communication skills.Research into motivation in French adult learners (Wright, 2004) found Arthur (1999) claims that video can both ‘increase awarenessthat 60% of trainers believed video to be an ‘excellent’ medium for teaching of other cultures by teaching appropriateness and suitability’spoken English. and ‘teach direct observation of the paralinguistic features found in association with the target language.’ WhileIntroduction Canning-Wilson (2000) states that ‘images contextualised inOver 30 years of research has shown that video (DVD) video … can help reinforce the language’, McKinnon (2008)offers greater sustained intrinsic motivation amongst learners highlights the influence of gestures (during an emotionalthan audio. Learners can experience examples of authentic scene) on the use of sentence stress. Indeed, few wouldspoken English, demonstrating both the visual aspects and dispute that ‘Printed material gives little information aboutthe auditory features (ellipsis, redundancy, and overlapping how the language is spoken’ (Longergan, 1983).speech) of native speaker spoken communication that they  may not otherwise be able to access. However, authenticity, Video vs. Audiomotivation, affect and learning style as well as genre are also One of the essential advantages over audio is the DVD’sworth considering when developing audio-visual materials ability to more closely replicate real life interaction. Bothfor effective communication skills. Ur and Nunan are in agreement: we don’t in general  listen to ‘disembodied’ speech (Ur 1997) and ‘It is rareFive Elements of Communication for the listener to be cast in the role of the non-reciprocalEffective communication is made up of five different ‘eavesdropper’ on a conversation’ (Nunan, 2002). Whileelements: active listening, verbal and non-verbal audio is appropriate for telephone skills, learners are notcommunication, voice management and cultural awareness exposed to the ‘visible’ aspects of a language, which are(McCullagh & Wright, 2009). DVD is the only medium that essential in developing face-to-face communication. Soenables learners to develop an understanding of all five interrelated with spoken discourse, especially unplannedelements as well as the communication process as a whole. discourse, visual elements such as gesture, facial expression  and even physical distance between speakers (proxemics)One example that highlights the extent to which the five play a major part in oral communication. Such elementselements are interrelated is in the discussion of more cannot be found in other mediums—at least not in ‘realsensitive issues, particularly in a medical context. While time’—and it’s the ‘real time’ that makes the difference.a doctor’s culture can affect their personal beliefs and Learners can observe the appropriateness of register,opinions about a particular issue, their verbal and non non-verbal behaviour, types of exclamation and evenverbal language and indeed voice management skills may fill-in expressions as well as how conversation is initiated,well betray such feelings and in turn ‘block’ their ability to sustained and terminated. The visual content also provideslisten actively. Therefore medical English students are able the necessary environmental and physical clues to assistto visualise a practicing clinician in real time broaching a learners in understanding usage in a particular context.sensitive issue in a manner that avoids offence and remains These clues afford the auditor vital information regardingnon-judgemental is essential, if they are to develop skills setting, time period and even character. Canning-Wilsonthat will benefit their future patients and ultimately arrive (2000) proves that illustrations benefit the learner byat an accurate diagnosis. clarifying the [spoken] message. In a separate study, she infers that comprehension of film is not due to the auditory component, but largely to the visual stimuli that help learners actually visualize words as well as their meaning. “Effective communication is made up of five different elements: active listening, verbal and non-verbal communication, voice management and cultural awareness.”   Motivation, Affect & Learning Style In analysing the benefits of DVD in communications training, one should also consider motivational and affective factors. One reason for replacing audio recordings with DVD is the ‘isolating effect’ (Field 2002) it creates amongst learners. Audio is a medium that, because of its limited potential and its lack of resemblance to the real world,

ACADEMIC ARTICLE 7does little to stimulate learners: ‘…the liveliest and most Benefits for the Trainervocal class can quickly become a group of separate Finally, it is worth noting that the DVD also has greatindividuals, each locked up in their own auditory efforts.’ potential in terms of professional development. In ESP forResearch into motivation in French adult learners (Wright, instance, while learners may not expect trainers to be expert2004) found that 60% of trainers believed video to be an in their particular field, they will have more confidence in‘excellent’ medium for teaching spoken English. ‘Anything a trainer who has an understanding of the relevant concepts.that approximates real life conversational interactions is most The possible implications for a badly managed businesscompelling’. As far as affect is concerned, the visual clues deal or negotiation could be fairly significant. As such,take the pressure off the learner to understand context purely it is necessary for trainers to be aware of the implicationsvia the spoken word – it tends to lower their anxiety levels. and rationale behind communications training as well asIn terms of learning style, audio-visual combines not only the approach employed. Therefore, being able to viewvisual and audio learner styles but also the kinaesthetic and effective communication skills in practice has significantthe spatial – engaging therefore many more learners than benefits for the trainer and in turn the learner.other mediums.   Conclusion “Anything that approximates Some would suggest that in the 21st century, with the means real life conversational interactions finally to replicate real spoken discourse in its near-actual state, it is our responsibility as teachers and materials writers is the most compelling.” to incorporate (authentic) video/DVD into the teaching of spoken English and thus more adequately prepare learnersAuthenticity for communication beyond the confines of the classroom.In my experience, for spoken communications training to By not incorporating DVD material, we are omitting anbe effective, clips should be authentic, wherever possible. excellent opportunity to study the range of informationAn authentic text is one ‘created to fulfill some social conveyed through the five elements of communication.purpose in the language community in which it was One might even go so far as to suggest we are doingproduced’ (Little et al., 1988) which helps ‘bridge the gap our learners a disservice.between classroom knowledge and the student’s capacity  to participate in the real world’ (Wilkins 1976). Dialogues by Ros Wrightin commercially produced materials have tended in the pastto be rather unrealistic, over contextualized and lacking in References:most of the features of spoken discourse. Often failing to Arthur, P. ‘Why Use Video? A Teacher’s Prospective’, VSELTinclude turn taking strategies, colloquial speech and regional 2:4 (1999):4accents and designed for the specific purpose of introducing Canning-Wilson, C. (2000) ‘Practical Aspects of Using Videoor practising a particular grammatical structure. Clips of this in the Foreign Language Classroom’, TESOLtype were less likely to engage and therefore ‘bridge the Field, J. (2002). ‘The Changing Face of Listening’ ingap’ and prepare learners for Wilkins’ ‘real world’. Methodology in Language Teaching. Cambridge University  Press.Authenticity of task is just as important as text authenticity. Little, D., S. Devitt and D. Singleton. (1988). AuthenticArthur (1999) suggests that DVD ‘can be used to help when Texts in Foreign Language Teaching: Theory and Practice.training students in ESP …’ This medium enables learners Authentik. to observe fellow practitioners functioning successfully Longergan, J. (1983). ‘Video Applications in Englishin English and as such gives the opportunity to focus on Language Teaching’ in Video in English Language Teaching.authentic tasks, as well as on linguistic accuracy and the ELT Documents: 114. Pergamon Press.effectiveness of the outcome. McCullagh, M. and R. Wright (2009). ‘Using DVD Material  in Teaching English for Medicine’ Cambridge Professional Online, Cambridge University PressA Word on Genre McKinnon, M. (2008). ‘Teaching Technologies: TeachingSelecting the appropriate clip is not simply about content English Using Video’, www.onestopenglish.comand length but also genre. Closer to reality, soap opera,  Nunan, D. (2002). ‘Listening in Language Learning’ Input’offers a variety of affectively engaging topics, gives insight in Methodology in Language Teaching. Cambridge Universityinto the target culture and offers a plausible alternative Press.to ‘real’ English as spoken by the native speaker. Film is  Ur, P. (1997). Teaching Listening Comprehension.invariably the most popular genre, but unlike soap opera, Cambridge University Pressdoes not allow the audience the time needed to gradually Wilkins, D. (1976). Notional Syllabuses. Oxford Universitybuild up knowledge of the characters and the plot. To Press.compensate, the dialogue tends to be over-explicit, while  Wright, R. (2004). ‘Biz Com: Business English for Frenchin real life the audience would be required to ‘fill in’ the learners’ (MA thesis), unpublished.gaps. Because of their educational content, documentariesare considered a very ‘respectable’ genre. However, linguisticcontent is high and the subject matter potentially cognitivelychallenging. Much of the time the speaker is not visible andthe learner is forced to rely on their auditory skills.

8 TEACHER’S TIPSTips for Developing DVD / Video MaterialsThe trainer plays a key role in the success or failure of any medium. Ros Wright shares some usefulguidelines on developing video / DVD material for your classroom.Plan Activities In Three Stages: Guidelines on how to integrate video material:  • Treat the videotext as both an audio and visual DVD thatSTAGE 1: PREVIEWING can be used to introduce or expand on a new topic orTo stimulate interest language item. • Always focus on the task at hand.Tap into learners’ background knowledge and lessen their • Design lessons that provide repeated viewing – once isfear of not understanding the subject matter. not enough. Learners generally don’t mind watching a  well-chosen sequence a second or third time.STAGE 2: VIEWING • Encourage learners to watch for gestures, listen to use ofTo facilitate the actual understanding of the clip intonation – in other words they must focus their ears, eyes and minds.This might consist of focusing on things such as: important • Familiarise yourself with the materials (just as you wouldaspects, factual information, plot development or language for printed materials) before the class – try out the activitiesused in a specific situation. before you use them, find the appropriate cues, etc. STAGE 3: POSTVIEWING Adapted from ‘Video in the Classroom’, Methodology inTo practise the language Language Teaching, 2003 (CUP), S. StemplenskiThis requires learners to react to or practise the language by Ros Wrightpresented through a discussion or debate, a role-play,related reading or a writing activity.

ACTIVITIES 9The ‘Best of’Video SwapshopSophie Pietrucci shares with us some of the activitiesdemonstrated during her latest Swapshop sessions.JOB INTERVIEW1. Warm UpWatch the clip and answer the following questions:a. Listen to the conversation between the two people. Cast of the TV-series, ‘The IT Crowd’. From left: Richard Ayoade as Moss,Can you guess who they are and what they are doing? Chris O’Dowd as Roy, Katherine Parkinson as Jen, and Matt Berry as Douglas.b. After having seen the characters, how would you describe Taken from: http://thelaughbutton.comthem?c. How would you describe the room? YESTERDAY’S JAMd. Watch the scene again, this time without sound. Observethe room and the characters, and make questions for your Part 1classmates: ‘What colour is the carpet?’ ‘What is the man Match the words (1-5) with their definitions (a-e):wearing?’, etc.2. GrammarPlace all the verbs you hear in the appropriate tense column: Present Simple 1. I.T ___ 2. RTFM ___ Present Continuous 3. glow ___ 4. piranha ___ Past Simple 5. pally-wally ___   Future a) having a close, friendly relationship b) read the friendly manual Imperative c) South American freshwater predator fish that has very sharp teeth Modal Verbs d) information technology e) have an intense colour and a slight shine3. VocabularyMake 5 sentences using 5 new words from the scene Part 2you’ve just watched. Try to answer the following questions with your partner:4. Discussion a. Do you think the button on the side is glowing? Why?With everything you’ve just learnt and based on your own Why not?experiences, now answer the following questions: b. What button is Roy talking about to the person on the phone, and which one does she think Roy is referring to?a. How would you react to an interview like this? c. What is the problem with Moss’s help?b. How would you describe the job interview? What are d. In reference to the girl on fifth, how does Moss defineyour feelings about it? ‘hitting it off’?c. Re-write the dialogue so that it corresponds to a more e. Where did she rest her cup while Roy was working onprofessional job interview. her computer?d. How could the situation be made more relaxing? Moreprofessional? Is it not professional? Why? by Sophie Pietrucci & Denny Packarde. What do you think of the last question Jen asks her newmanager? Is it a question to ask at a job interview? Why? Job Interview / Yesterday’s JamWhy not? The IT Crowd 1.0 (BBC3) www.youtube.com/watch?v=UIM03-9ikok   Visit: www.tesol-france.org/actions/php to download the complete worksheet.