Short videos as input

Short Video Clips as Language Input for EFL Speaking Practice

Paulus WidiatmokoUniversitas Kristen Duta Wacana Yogyakarta

[email protected]

ICE (Introduction to college English)

ESP

English for Informatics

English for Business

English for Architecture

English for Job Hunting

Medical English

etc

General English

Matriculation

“False Beginners” LEVEL I

LEVEL II

LEVEL III

LANGUAGE-IN-EDUCATION POLICY

Why videos?

How does a wind turbine work?

We have seen all those creeky old windmill on farms. Although they may seem as low tech as you can get, those windmills are the predecessor of the new modern wind turbine that generate electricity. The same wind that used to pump water for cattle is now turning giant wind turbines to power cities and homes. OK have a look at this of windfarm at the California desert. A hot desert next to tall mountains, an ideal place for a lot of wind. Here is another one at the windys prairie of Wyoming. Now today wind turbines are much more complicated machines that the old prairie windmills. But the principle is the same. Both capture the wind energy.

First, a wind turbine blades work like sort of like an airplane wing. Blowing air passes around both sides of the blades. The shape of the blades causes the air pressure to be uneven, higher on one side of the blade and lower on the other. And that what makes it spin. The uneven pressure cause the blade to spin around the center of the turbine. On the top there is a wheatervane that is connected to the computer to keep the turbine turn into the wind so that it captures the most energy. Now the blades are attached to a shaft which only turn only about 18 revolution per minutes. That’s not nearly fast enough to generate electricity by itself. So the rotor shaft spins a series of gears that increase the rotation up to above about 1800 RPM. At that speed the generator can produce a lot of electricity.

So, why are wind turbines so tall? Well, the higher up you go, the windier it is. More wind naturaly means more electricity. And in many cases, larger turbine can also capture more wind energy efficiently. The blades can sweep a circle on the sky as long as a football field. Now it’s really cool. As then, even a small windmill farm like this one in Wyoming can generate enough electricity to power 9000 homes. And larger farms can provide much more clean energy for homes and businesses.

How does a wind turbine work?

Enhancing modalities of learning

• the coding of verbal and non verbal communication (Berk, 2009)

• two distinct channels in human cognitive system for representing and manipulating knowledge, through a visual pictorial channel and an auditory verbal channel (Baddeley, 1986; Paivio, 1986; in Meyer, 2002).

five steps of multimedia processing (Mayer, 2001)

• selecting relevant images for processing in verbal working memory,

• selecting relevant images for processing in visual working memory,

• organizing selected words into a verbal mental model,

• organizing selected images into a visual mental model

• integrating verbal and visual representations as well as prior

knowledge

Active processing assumption

“meaningful learning occurs when learners engage in active processing within the

channels, including selecting relevant words and pictures, organizing them into coherent pictorial and verbal models, and integrating them with each other and with appropriate prior knowledge” (Mayer, 1999; Wittrock,

1989 as stated in Mayer, 2001)

“Modes and channels of communication inevitably interact and videos as the media of delivery to some extent could be manipulated

as language input”

“Input is defined as language the learner hears (or reads) and attends to for its meaning” (VanPatten and Williams 2007: 9).

Krashen (1981)

•

•

•

Ellis (2012

• input-based instruction as an instruction that “involves the

manipulation of the input that learners are exposed to or

are required to process” (p 285).

• one form is to manipulate the input in some way to make

some target features more noticable to learners.

• aims at drawing learners’ attention to linguistics target

while they are primarily engaged in meaning

comprehension.

Schmidt (1990)

“… input does not become intake for language learning unless it is noticed”

noticing hypothesis

Long (1991)

focus on form

“overtly draws students’ attention to linguistic elements as

they arise incidentally in lessons whose overriding focus

in on meaning communication” (pp 4-5)

Renandya (in press)https://nanyang.academia.edu/WillyARenandya

comprehensible

abundantly and reliably available

frequently encountered

slightly beyond the learners’ current level

engage the learners’ attetion

meaningful and interesting

Language Input should be…

(Krashen, 1958; Schwartz, 1993, Izumi, 2002; Swain, 1995; Toth, 2006) in Rassaei, E. (2012)

“INPUT ALONE IS NOT SUFFICIENT”

Swain (1985)

• as “the trigger that forces the learners to pay attention

to the means of expression needed in order to

successfully convery his or her intended meaning “ (p

249).

• helps learners notice the gap between their linguistic

resources and the target language system.

Language output…

output-oriented practice…

• Mechanical practice (or drill) as a controlled practice in which students are

required to produce a response without having to understand the language they

are using. Repetition drills or substitution drills of grammatical items are examples

of this practice.

• Meaningful practice which refers to an activity where the language is still

controlled, but the students need to understand the language in order to

successfuly produce a correct response.

• Communicative practice where the focus is on communication and where the

students are required to produce language that is appropriate for a particular

communicative context.

Renandya (2011)

Living English Episode 5. ANNE describes her brother to the private investigator.

ANNE : Can you help me?JOHN : Well I’ll try. Now tell me about your brother Ms Lee. How old is he?ANNE : He’s twenty-three.JOHN : Well that would make him your younger brother. What’s his name?ANNE : David.JOHN : And what does he do?ANNE : He’s a student. Or – he was a student. I don’t know where he is.

JOHN (looks at the photo)Hmmm. How tall is he?

ANNE : About a hundred and seventy-five centimetres.JOHN : Hmmm. And does he speak English?ANNE : Yes. He speaks English and Chinese. Mr Barbour – can you find him?JOHN : I’ll certainly try. Now, tell me a little about yourself Miss Lee. Where are you from?ANNE : I come from Singapore. I’m Singaporean.JOHN : Right, and how old are you?ANNE : I’m twenty-five.JOHN : What do you do?ANNE : I import wine. I’m a businesswoman. I work in my family’s business.JOHN : And are you married?ANNE : No, I’m single.JOHN : And..er..do you have a boyfriend?ANNE : Pardon?JOHN : Oh sorry. We private detectives are a naturally curious bunch. Ms Lee, perhaps you’d better

tell the whole story.ANNE : It all started two years ago...

Living English Episode 5

Living English Episode 5.ANNE describes her brother to the private investigator.

ANNE : Can you help me?JOHN : Well I’ll try. Now tell me about your brother Ms Lee. How old is he?ANNE : He’s twenty-three.JOHN : Well that would make him your younger brother. What’s his name?ANNE : David.JOHN : And what does he do?ANNE : He’s a student. Or – he was a student. I don’t know where he is.

JOHN (looks at the photo)Hmmm. How tall is he?

ANNE : About a hundred and seventy-five centimetres.JOHN : Hmmm. And does he speak English?ANNE : Yes. He speaks English and Chinese. Mr Barbour – can you find him?JOHN : I’ll certainly try. Now, tell me a little about yourself Miss Lee. Where are you from?ANNE : I come from Singapore. I’m Singaporean.JOHN : Right, and how old are you?ANNE : I’m twenty-five.JOHN : What do you do?ANNE : I import wine. I’m a businesswoman. I work in my family’s business.JOHN : And are you married?ANNE : No, I’m single.JOHN : And..er..do you have a boyfriend?ANNE : Pardon?JOHN : Oh sorry. We private detectives are a naturally curious bunch. Ms Lee, perhaps you’d better

tell the whole story.ANNE : It all started two years ago...

FILLING GAPS

MATCHING QUESTIONS AND RESPONSES

ARRANGING JUMBLED SENTENCES OR PARTS OF THE CONVERSATION

COMPLETING A VISUAL MINDMAP

.........................

NOTICE THE LANGUAGE USE

Language Output

Role Play

Writing a new conversation

script

Writing a short story

................

Video sample: Language Focus Learning

What “engaging” activities would you suggest?

Selecting video clips

Relevance

Appropriate content

Students’ needsLength and

types

Quality

CONCLUSION

• multi-media properties of videos

• provide sufficient language input in EFL speaking practice

• prepare learners’ readiness for the topic

• provide samples of language use in context

• facilitate learners for oral production

• plan and select effective techniques of the media presentation

and delivery.

• selecting suitable videos

VIDEO

ROCKS!!!

!!!!