INTEGRATING TECHNOLOGY INTO THE LANGUAGE CLASSROOM THE STORY OF A VIDEO FILE AND AN INTERACTIVE...

INTEGRATING TECHNOLOGY INTO THE LANGUAGE CLASSROOM

THE STORY OF A VIDEO FILE AND AN INTERACTIVE WHITEBOARD

Anamaria Comes The Foreign Language Center

Brasov, ROMANIA

INTEGRATING TECHNOLOGY INTO THE LANGUAGE CLASSROOM

1. INTRODUCTION2. PURPOSE3. ACTIVITIES

3.1 LEARNING TO LISTEN 3.2 LEARNING NEW WORDS3.3 DELIVERING PRESENTATIONS

4. CONCLUDING REMARKS

1. INTRODUCTION

1.1 THE SCHEMA THEORY

The basic tenet of schema theory posits that spoken discourse does not carry meaning in and of itself. Rather, meaning occurs as a result of the interaction between the listener’s prior knowledge about the world (schema) and the speech.

Chiang and Dunkel

1.2. A DEFINITION OF LISTENING COMPREHENSION

Listening comprehension is an active and conscious process in which the listener constructs meaning by using cues from contextual information and from existing knowledge, while relying upon multiple strategic resources to fulfill the task requirements.

O’Malley, Chamot, and Kupper

2. PURPOSE

The video file used in conjunction with the interactive whiteboard can significantly enrich the learner’s listening and speaking experience by providing exposure to paralinguistic and extralinguistic signals, genuine spoken language, and engaging modes of illustrating concepts.

3. ACTIVITY DESCRIPTION

TOPIC: military convoyLEVEL: upper intermediate to advancedSTUDENT PROFILE: adult; military personnel

TEACHING OBJECTIVES- Listening comprehension (gist, main ideas);- Enriching and using vocabulary related to military convoys, maintenance

and military vehicles;- Delivering presentations using visual support.

ACTIVITIESWhat can you see? Military phasesWho said what? Maintenance/military vehicles recovery languageCould you repeat that, sir? What is the story behind the images?Telegraphese Internet-based simulation

3.1 LEARNING TO LISTEN

3.2 LEARNING NEW WORDS

3.3 DELIVERING PRESENTATIONS

4. CONCLUDING REMARKS

Listening in the second language should as much as possible be approached in the same way as in the first language. In doing so, the video file can be a valuable tool as it exposes learners to a wealth of clues that facilitate getting at the total meaning of the spoken message.

Listening activities should teach, not test. If we combine the video file with the interactive whiteboard, it is possible to design activities that not only aim at teaching listening strategies, but also permit us to tap the image in order to expand vocabulary, illustrate abstract concepts, and support oral presentations.