The use of movies in language teaching
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The document discusses how movies can be used as an effective tool for language teaching. Movies provide real-life language input and combine audio and visual elements to help learners comprehend messages. They expose students to characteristics of natural speech like hesitations and regional variations that are difficult to find in textbooks. Movies can be used to develop students' oral, writing, vocabulary and grammar skills. They also provide opportunities to discuss different cultures and encourage a variety of interactive activities in the classroom.
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The document outlines several key linguistic principles for teaching a foreign language:
1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
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This document outlines an English language teaching methods presentation. It includes:
- An overview of methods to be presented including grammar translation, direct, structural, and functional approaches.
- Pictures and slides to be included.
- Sections on the importance of English teaching, defining ELT, what a foreign language is, and the importance of methods in ELT.
- It lists core ELT methods like grammar-translation, audio-lingual, direct, and bilingual.
- Details the origin and principles of the grammar-translation method.
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Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
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Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
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and teaching platform for teachers and students respectively.
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Text features are parts of text that draw your attention to important
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subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
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also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
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Continued:
• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
Additional information found on the side or bottom of an article or webpage.
• Pop up:
A pop up is a window that gives the reader more information. In this example, the
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- Pictures and slides to be included.
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Digital Text
Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
platform of business communication, but also pedagogical learning
and teaching platform for teachers and students respectively.
Technology has provided us innovation in every field of life. it is in
medical field, pedagogical, etc.
Thus the technology has revolutionized the world. Features of Digital Text:
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information. Text features in a book may include titles or headings,
subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
captions, and sidebars.
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also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
images (photo galleries, maps, diagrams, simulations), pop ups,
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• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
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2) A school's language and culture may differ from a student's home language and culture, presenting challenges. Using a student's home language in the curriculum can help them fully participate in learning.
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Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Social factors and second language acquistion
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Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
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The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
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Similar to The use of movies in language teaching
Ishihara
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
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The use of movies in language teaching
- 1. The Use of Movies in Language Teaching >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 2. Using movies can be an entertaining and motivating tool also for learners with different skill level. Movies provide the learners with real-life language input, which may be difficult to receive otherwise in a non-English-speaking environment. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 3. Combining both audio and visuality makes film a comprehensive tool for language teaching. The visuality also supports the students: it helps learners by supporting the verbal message and provides a focus of attention while they listen. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 4. Films can even to some extent substitute for the input that EFL students cannot receive from outside the classroom. In addition, real spoken language includes several characteristics that a textbook cannot present. These characteristics are for instance false starts, incomplete sentences and hesitations. There are also several regional, gender and ethnic variations and also differences in the level of formality. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 5. Movies in different areas of foreign language teaching >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 6. Teaching Oral Skills Textbooks usually do not teach for instance small talk and conversational interaction. Thus, films can be an effective way to motivate the learners to develop their oral skills, since movies usually present the most current and real language with for instance different types of fashionable words or expressions. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 7. Teaching Writing Skills Movies can bring variety to writing tasks. Some examples of writing tasks based on a movie could be for example a movie review, a review comparing a movie and a book, writing an alternative ending to the movie or writing a letter to one of the characters of the movie. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 8. Teaching Vocabulary Films can help to learn for instance vocabulary around a certain theme. It is possible to teach vocabulary and even ready scripts of a certain social situation with the help of television. With sufficient repetition and practising even a beginner learner may be able to acquire a great amount of vocabulary despite his or her previous linguistic experience. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 9. Teaching Grammar Using films to teach grammar is worth trying. Moreover, grammar assignments based on a film could be for example gap-fill exercise, an introduction to new grammar topic, a revision of already learned grammar topic or coming up with a grammar rule based on a scene of the film. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 10. Teaching Cultural Aspects Films provide an entertaining way to get to know these somewhat less known English-speaking areas. A film can work as springboard for culture discussions, as an introduction to new culture, or as an informative material. Both written and oral assignments about cultural topics are possible, and they can be done both individually and in groups. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 12. Describing a scene Debate about topic What will happen next? Vocabulary list Dialog role playing Fill in the blanks Writing or commenting about movies Describing adjectives, feelings etc about the film Idiomatic expressions related to movie Showing students the picture, asking them what they think the film will be about What is the message of the film? >> 0 >> 1 >> 2 >> 3 >> 4 >>