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• 1 Introduction
• 2 Background/main aims/target audience
• 3 Evaluation of video
• 4 Evaluation of materials
• 5 Results of practical use in Greek classrooms
• 6 Conclusion
• Bibliography

Video as a language tool is a prominent feature in many classrooms. Its obvious motivational and entertainment advantages foster a positive attitude to language learning and encouraging a low 'affective filter', Krashen S D (1981). As with any other classroom aid, however, the uses to which it is put determine its effectiveness, whether video is viewed 'passively' (Lonergan 1984:5), or aids learners in their efforts to use the language naturally, in their own lives.

Although a great majority of Greek students learn English as a Second or Foreign Language, they tend to do so for a paper qualification, Guardian Weekly (1999), such as Cambridge FCE/PCE. Subsequently, despite being proficient under exam conditions, their communicative competence in fluency situations often remains low. Any teaching aid that assists in bridging this gap between 'receptive' and 'productive' skills is surely to be welcomed.

This is why I have chosen the 'Project Video' (1992) series, which is to be commended for two reasons. Not only does it help stimulate language production but it also uses an integrated skills approach, allowing the four areas of reading, writing, listening and speaking, to be practiced alongside, as in real life.

'Project Video 3' is the final part of a three-part General English course, targeted at intermediate learners, aged 13-18 having completed one year of English and can be used in conjunction with 'Project English 3' coursebook. It is based on a functional syllabus, allowing learners more scope to use language more naturally. As well as using an integrated skills approach, it claims to build up listening strategies, with speakers the same age as the viewing learners, including 'unscripted' language as well as somewhat 'planned' dialogue. Consequently encouraging acquisition, and comprehension of new language a little beyond learners current level, described as 'i + 1'. Krashen and Terrell 'The Input Hypothesis' (1983:32).

Finally, as the video title suggests, project work is the cornerstone aim, allowing learners to 'personalise' the functions, by practice in freer activities.

The part I will evaluate is Project 2 'Body and Soul' which has the topic of sport and fitness. It is split into 3 'chunks', each lasting 3-4 minutes, an ideal length to maintain learners attention and motivation; thus ensuring their 'active processing ability' Motteram G and Slaouti D (1996-97:28) is not overtaxed. I'm going to concentrate on two aspects:

1. how the visual aided comprehension
2. the implementation of listening strategies.

1. Although the visual does help prediction of the general theme of sport/fitness, perhaps certain techniques could be used to exploit this area more effectively.
   • Firstly, silent viewing of lead-in could stimulate discussion, bringing to the fore what learners already know about the topic, thereby 'using the visual to help learners predict not only topic and content but also possible language used'. Motteram G and Slaouti D (1996-97:28)

   • Next, freeze-framing. Firstly, to elicit and teach vocabulary necessary for comprehension. Secondly, to aid prediction or speculation of possible dialogue. This would give learners the opportunity of using their experiential knowledge of genre from their first language to aid them in comprehension. In fact, freeze-framing is suggested as a possible technique in the Video Guide.

   Both of these activities ensure learners are 'interacting' with the video, thereby encouraging 'active rather than passive viewing'. Lonergan (1984).

   • Thirdly, raising awareness of the importance of paralinguistic comprehension. For example, in the second 'chunk' Tom smiles ruefully while pushing weights, saying 'ONLY 15 kgs?' Both facial expression and intonation could be highlighted here to aid comprehension of the 'differences between 'surface' and 'real' meaning of utterances'. Zoltan Dornyei and Sarah Thurrell (1994).
2. Finally, using still pictures from the video, contained in the activity book, to activate passive knowledge which can then be confirmed on viewing; thereby giving a reason for viewing. As Underwood (1990), points out, these are important both pre-listening and while-listening activities. The former, at 'macro' level, in speculating what is likely to be said, and the latter at 'micro' level, in predicting what words will follow immediately. As such it focuses learners attention on certain sections of the video, ensuring motivation and the need to watch for a purpose, which eventually dictates much of what we understand and recall.

The activity book is divided into 'While you Watch', 'After you Watch' and Language Review exercises. There are no specific pre-viewing exercises, which I consider vital to bring to the fore previously gained knowledge of the topic, and allow the important skill of prediction to be practised.

'While you Watch' exercises

• Although it is maintained exercises go from global to detailed comprehension I do not feel that this was fully achieved. In my opinion the tasks set act rather as aids for vocabulary, or listening for specific information. However, some pictures that are provided could be used to focus on the holistic message.

• Sometimes, the clarity of task and instruction is not good. For example, in exercise A3 (appendix 1), one word answers are combined with more detailed written answers thereby taxing learners writing skills, which detracts from the goal of comprehension. Others, however are good multiple choice exercises. In addition, In exercise A4 (appendix 1) two activities are required at once. Not only is this difficult conceptually, but the answers can be found aurally rather than visually, creating the 'heads-down' effect, hence no need for video.

'After you Watch' exercises

Focussing on intensive grammar practice and vocabulary extension, these exercises can be completed without further viewing, which is advantageous if the availability of a video 'slot' is limited. This is also where reading and writing skills are incorporated.

• A good variety of exercise types are used, ensuring interest, including matching, labelling and putting dialogues into chronological order. Yet, the rather long gap fills revising discrete language items seem to rely on memory to be successfully completed. While some answers are good revision of lexis used in the video, others are difficult, with few collocation aids. Such tasks are an excellent opportunity to build up learners vocabulary by showing how language is connected and perhaps should be devised to reflect this.

• The transfer activity, in this case a reading passage, is intended to prepare for the project work. Again, perhaps instead learners could interview each other, to express their views, practicing oral skills, as a basis for producing the written survey project, thereby personalising the task and furthering skills integration.

• The final project work develops learners interests and extends their language practice by turning receptive into productive skills. Willis (1983:45) talks about using video 'to provide material to act as a stimulus for freer classroom activities'. Such a follow-on activity enhances 'general educational development' and makes learners more responsible for their own learning, encouraging them to think for themselves. This is an exemplary area of 'Project Video, lacking in many other ELT videos, which tend to concentrate on a structured language syllabus rather than such personalisation and real-life English use.

Language review exercises

Providing an important written mini grammar review, they can be used as drills, using models from the end of the video as consolidation, or as a basis for role play.

'Project 2' was shown to two different classes of Intermediate learners with 2 years English, one using exercises as per the students book and the other, as a control, with these amendments.

Aims

1. more interaction with the video rather than static viewing.
2. more awareness made of pronunciation from the excellent range of speakers portrayed. (This deficit is apparent in many learner materials, the Headway series being an notable exception).
3. amendment of an exercise.

Methods

• Due to lack of pre-viewing activities to build up context, I incorporated personal questions which added motivation and interest.

• Freeze framing at strategic points led to discussion and speculation as to what might happen next. For example the last 'chunk' when Tom repeatedly falls off the windsurfer was particularly appropriate, and entertaining, allowing learners to view for pleasure as they would watching TV at home.

• The sound elision in 'a pair of' was highlighted, as often learners believe they are not 'saying it right' if they don't pronounce all the letters: Greek being a phonetic language.

• As individual vocabulary was elicited, learners spelled it out to practice pronunciation of individual sounds.

• Ensuring correct stress was used with compound nouns eg a lifejacket, a wetsuit, is especially appropriate as word stress is always a Greek difficulty again because of interference from the mother tongue.

• My learners found Exercise C2 (appendix 2) difficult. Faced with a rather overwhelming long list of cues resulted in their heads bobbing up and down in an effort to watch and listen at the same time. For my control group, I changed the format of the exercise (appendix 3).

Results

A colleague was present in both classes to evaluate their effectiveness, according to my aims. She assessed student energy levels and willingness to participate. Although these results are both anecdotal and subjective, I feel they are nevertheless valuable. These are her findings:

• Ensuring interaction with the video added to the interest value and increased motivation.
• Learners were delighted when their predictions were correctly confirmed and equally amused when they weren't.
• It was beneficial for learners to hear the spoken model on video and, by using the video as a disguised 'drill' learners seemed to feel more 'at home' with pronunciation problems of contractions and word stress.
• Usage of imperatives for instructions was clarified and learners could then focus on the skill of intended practice of listening for specific information.

On the whole my students enjoyed watching 'Project Video 3'. Its strong leaning towards a communicative methodology ensures that what students are learning inside the classroom can also be used effectively outside it. I feel it achieved the important objective of using real-life English, and built up listening and comprehension skills. As such, I believe it is an excellent 'stepping stone' for intermediate learners. Allan (1985) points out that 'the intermediate stage needs variety, interest and stimulation as motivation is now waning'. The approach throughout this video uses themes of interest to teenagers and young adults, as well as building up aspects of British culture and attitudes, which are a necessary part of the package of foreign language learning.

• Allan M (1985) Teaching English with Video Harlow: Longman
• Brown J (1999) 'Lessons in the Tower of Babel' February 21st 1999 Guardian Weekly TEFL Supplement page 1
• Dornyei Z & Thurrell S (1994) 'Teaching Conversational Skills Intensively' ELT Journal Volume 48/1 January 1994: OUP
• Gairns R & Redman S (1992) Working with Words Cambridge: CUP
• Headway 1994 Oxford: OUP
• Hutchinson T (1992) Project Video 3 Oxford: OUP
• Krashen S D (1981) Principles and Practice in Second Language Acquisition: Oxford Pergamon
• Krashen S D & Terrell T D (1983) The Natural Approach: Pergamon
• Lonergan J (1984) Video in Language Teaching Cambridge: CUP
• Motteram G & Slaouti D (1996-97) University of Manchester School of Education Distance Learning Educational Technology for ELT: Unit 2 - Video for Skills Work
• Underwood M (1990) Teaching Listening USA: Longman
• Willis J (1983) '101 Ways to Use Video' in McGovern J (ed) ELT Documents:114 Pergamon Press
• Willis J (1983) 'The Role of the Visual Element in Spoken Discourse: Implications for the Exploitation of Video in the Language Classroom' in McGovern J (ed) ELT Documents 114: Pergamon Press

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