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Role of visual and verbal information in language learning
The integrated dual-code hypothesis (Mayer and Anderson 1991: 486)
suggested "learners can build both visual and verbal modes of mental
representation as well as connections between them."
Mayer (1997) drew on this in developing a generative theory of multimedia
learning, that has influenced Ohana product design since their inception.
And, given this natural and learned capacity to decipher multimodal
communications, Ohana Foundation EFL and ESL products incorporate
interactive multimedia to help foster the accelerated acquisition
of the English language.
Plass et. Al. (1998) reported that results of their study on the
role of visual and verbal information in learning were "consistent
with a generative theory of multimedia learning that assumes that
learners actively select relevant verbal and visual information,
organize the information into coherent mental representations, and
integrate these newly constructed visual and verbal representations
with one another."
Therefore, for beginners who lack verbal language skills, the availability
of visual and auditory (or multimedia) input may have a contributory
influence on their second language development.
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Helping EFL beginners learn with video
Watching television and video can motivate learning because most
learners find it entertaining. However, it is important to ensure
that learners are actively engaged in their learning rather than
just sitting back and passively relaxing. Viewing activities should
give learners a purpose in watching a sequence and help them focus
on aspects of the video that can benefit their language-learning
capabilities. This is the strategy of active viewing described by
Lonergan (1984). As a lot of information on videos is non-linguistic,
it is also important to assure learners that they need not understand
ALL the information.
The activities aim to encourage viewing and participation to increase
understanding, not to test it. Learners can also be encouraged to
predict/discuss in their first language group and collaboratively
generate answers in English. On the other hand, transfer activities
such as using scenarios as models for role-plays can prepare learners
for real-life English use. As well, teachers can create excellent
practice opportunities in authentic language use by organizing class
excursions and visits where learners can draw on peer support.
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Some techniques for teaching with Ohana multimedia
As Allan (1985:66) pointed out that there is no single 'right way' to use video or multimedia, only "as many right ways as there are effective uses", the following are just suggestions for teachers in their exploration of using video and multimedia DVDs in language teaching.
Silent viewing
For silent viewing, teachers can set the volume control to its lowest so that the soundtrack is inaudible. Watching a video sequence without the soundtrack does more than activating learners' schema and prior experience in interpreting what they see. Without the 'distraction' of the spoken word, learners can focus on the essence of communication among people: body language, gestures, facial expressions and the setting. Learners are more motivated to use English by visualizing this common need to communicate irrespective of the language spoken. By only taking in the content and context visually, learners are not as anxious as when they have to deal with the language at the same time. In their second viewing with the sound on, they are better able to fit the language they hear into the context they have built in their silent viewing.
Sound only
For sound only activities, teachers can either adjust the brightness control to yield a completely darkened screen or use the audio of the video. Learners can listen to background noises and the accompanying dialogues to predict what is happening: where the characters are and what they are doing. This is most effective when sound effects directly indicate particular locations or activities, e.g. the sound of an approaching train and the ringing of a telephone. Learners can confirm their guesses by viewing the video straight after listening.
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References
Allan, M. (1985). Teaching English with video. Harlow: Longman.
Baltova, I. (1994). Impact of video on the comprehension skills of core French students.
Canadian Modern Language Review, 50(3), 506-531.
Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
Burt, M. (1999). Using Video with adult English Language Learners. ERIC Digest. National Center for ESL Literacy Education. August 1999.
Available: http://www.cal.org/ncle/DIGESTS/Video.htm
Accessed: 26 August 2005
Canning-Wilson, C. (2000). Practical aspects of using video in the foreign language classroom.
The Internet TESL Journal. Vol. VI, No. 11, November 2000.
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