According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such.
The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning – no matter whether verbal or non-verbal – has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials – such as literature – that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits.
Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube.
This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube – such as free accessibility or the possibility to contribute –, in order to work out the advantages these YouTube-specific features additionally offer.
The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology.
The thesis closes with a summary of the main conclusions of part I and II.
Table of Contents
1. Introduction
2. Using video in the language classroom – general considerations
2.1. Why use authentic video at all?
2.1.1. The medium film in the English curriculum
2.2. Some applications and activities of video in the language classroom
2.3. Authentic video – sources and features
3. YouTube – or: “Broadcast Yourself!”
3.1. ITube, YouTube, WeTube – what actually is YouTube?
3.1.1. Characteristic features and functions of YouTube
3.2. Main points of criticism
3.2.1. Copyright
3.2.2. Anonymity
3.3. Using YouTube in the language classroom
3.3.1. Equipment
4. Putting theory into practice: the Two Ronnies
4.1. General information
4.2. Description of the lesson
4.3. Analysis of the lesson
5. Conclusion
6. Bibliography
7. Appendix
7.1. Transcript of the Four Candles sketch
Objectives and Thematic Focus
The primary objective of this work is to explore the didactic potential of integrating authentic video material, specifically from the platform YouTube, into the English language classroom. The research investigates how this Web 2.0 application can enhance language learning environments, foster learner-centered approaches, and support the acquisition of communicative skills.
- Theoretical benefits of using authentic video in EFL contexts.
- Technical and social characteristics of YouTube as a learning tool.
- Practical implementation of video-based lessons for language students.
- Development of learner-centered strategies using digital tools like wikis.
- Challenges of authenticity, including accents, dialect, and comprehension.
Excerpt from the Book
4.2. Description of the lesson
As pointed out earlier, the lesson created around Four Candles was originally planned for and executed in a university environment, but could as well be adapted for the Oberstufe. The sketch served as an introduction to the topic Phonetics & Phonology. The aim of the lesson was to familiarise students with the basic principles of Phonetics and Phonology and introduce terms and definitions. This was to be followed by a practice session the week after in which they would also be acquainted with the IPA.
In “Four Candles”, Barker – a master of “wordplay and impeccable timing” (BBC, 2005) – plays with a well-known phenomenon of the English language: that different letter combinations can render identical sounds. Words with such properties – different spelling, same pronunciation – are called homophones, an abundance of which exists in English. In the sketch, four different groups of homophones can be identified:
four candles – fork handles
hoes – panty hose – [water] hose – (letter) o`s
(letter) p`s – peas
bill hooks – bollocks [allegedly]
A second possible classification can be applied to another group of words. Words which are identical both in spelling and in pronunciation, but different in meaning, are usually called homonyms. An example would be on the one hand the verb to bear and on the other hand the animal bear. If, however, the different meanings of a word become apparent when preceded by another word (a so-called extension), linguists speak of polysemes. Again, the examples from the sketch are listed underneath.
Summary of Chapters
1. Introduction: Outlines the significance of authentic materials in language teaching and establishes the thesis's focus on integrating YouTube videos into the curriculum.
2. Using video in the language classroom – general considerations: Discusses the educational value of authentic film and media, supported by curriculum requirements and didactic theories.
3. YouTube – or: “Broadcast Yourself!”: Examines the technical functionality, social potential, and critical aspects of YouTube, such as copyright and anonymity.
4. Putting theory into practice: the Two Ronnies: Details a practical application of a YouTube-based lesson using the “Four Candles” sketch to teach phonetic concepts.
5. Conclusion: Summarizes the findings, noting that while YouTube is a highly valuable, learner-centered resource, didactic research into its full potential is still evolving.
Keywords
Authentic video, YouTube, English language classroom, EFL, Phonetics, Phonology, Web 2.0, Homophones, Homonyms, Polysemes, Media literacy, Learner-centered, Wiki, Intercultural learning, Didactic framework
Frequently Asked Questions
What is the core focus of this work?
The work explores the integration of YouTube and authentic video material into the English language classroom to enhance learner engagement and language proficiency.
What are the central themes covered in the text?
The text focuses on media literacy, the use of authentic materials, Web 2.0 applications, phonetic phenomena like homophones and homonyms, and practical classroom teaching strategies.
What is the primary objective of the research?
The primary objective is to evaluate how YouTube can be used as a didactic tool to support independent, learner-centered study and to bridge the gap between theoretical teaching and practical language use.
Which teaching methodologies are discussed?
The author emphasizes a learner-centered approach, utilizing computer-based group work, wikis for collaborative note-taking, and the analysis of authentic video clips to foster active learning.
What topics are addressed in the main body?
The main body covers general didactic considerations for video usage, an in-depth look at YouTube's features, a critique of the platform, and a case study of a specific lesson based on the "Four Candles" sketch.
Which keywords characterize this thesis?
Key terms include authentic video, YouTube, EFL instruction, phonetics/phonology, Web 2.0, and collaborative learning via wikis.
How does the "Four Candles" sketch serve the lesson plan?
The sketch is used to demonstrate phonetic and lexical phenomena such as homophones and homonyms in a humorous, engaging way that forces students to actively listen and decipher auditory input.
What role do wikis play in the described lesson?
Wikis serve as electronic notebooks where student pairs document their findings, allowing for iterative, collaborative analysis and providing a platform for students to work at their own pace.
What is the author's stance on YouTube's copyright and anonymity issues?
The author acknowledges these as valid points of criticism but suggests that YouTube’s open-door policy and the resulting "playground" for user creativity outweigh these concerns in an educational context.
- Quote paper
- Sebastian Altenhoff (Author), 2009, Youtube in the Language Classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/166764
