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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.
Jigsaw viewing/listening
Jigsaw viewing/listening aims to create a situation in which learners have to collaborate in working out what is actually happening on the video. Besides generating a lot interaction among learners, this can also help learners appreciate the value of peer support in the learning process. Jigsaw viewing/listening can be set up by making half of the class do silent viewing while the other half only listen to the soundtrack of the same segment in another room. Teachers can provide viewing and listening task sheets to help learners record information. When the class reunites, viewers and listeners then work in pairs to arrive at the original 'story' by sharing the information they have each got.
A variation to the above technique is sitting half of the class with their backs to the television screen. These learners can only listen while those facing the television can watch the video with the sound on. When the sequence is finished, the viewers have to describe what is happening in response to the listeners' questions.
Freeze frame
Teachers can press the Pause or Still button that "freezes" the picture on the screen. This is useful for introducing new vocabulary, e.g. naming unfamiliar items in English. Teachers can also set up prediction exercises by freezing the frame at the point when a character is about to respond to an utterance and inviting learners to guess the response. Learners can compare their answers immediately by releasing the Pause button. This can also be used for pronunciation practice where repeated speaking and listening of an utterance is necessary.
Summary
As noted above, video is a particularly effective learning medium for beginners, especially in developing listening, speaking and pronunciation skills. Rather than being too difficult for beginners, as often claimed by some teachers, multimedia can make language more accessible to beginners when segments are selected appropriately, the strategy of active viewing is adopted and mutual support among learners is generated.
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