2.4.2. Audiovisuals in the language
classroom
The development of audiovisuals in the language class was
characterised by rapid growth of forms of technology that could be used as
instructional materials. In fact, while describing the situation Huebener
(1967:3-4) noticed that the teacher faced an open range of choice. There was no
shortage of devices but rather the need to be guided in making a wide
selection. In addition, audiovisual aids available to the FL teacher could be
selected according to type, its usefulness and purpose in using it. For
instance, you could have visuals referred to as `flat materials' (pictures,
charts). Another popular category was made of projected materials such as film
strips and tape recorders and radios that you can always find in language
classes today. Lastly, television was the most familiar.
Since this mini thesis mainly concerns the use of audiovisual
media with sound and images, my discussion will chiefly focus on the materials
with the features mentioned above. In this category, let me begin with films.
These have both advantages and disadvantages. Educationally, the learners can
benefit from films in that the motion holds attention, there is a double impact
of sight and sound, motion and colour heighten the reality. As for
disadvantages, you cannot select any film to suit your aim but the choice is
motivated by its effectiveness in a given situation. Films have also to be
graded, especially if a foreign language is involved. For instance,
accessibility to the language used is not guaranteed to the FL learner. Now, it
is necessary to explore the requirements foreseen in a class setting. Huebener
(1967:57) suggested the following had to be taken into account when the viewing
session was planned: (a) motivating the film (b) discussing the background (c)
anticipating vocabulary difficulties (d) indicating what is to be looked for
(e) preparing a number of questions to be answered. These requirements seem to
be valid and applicable even today in a typical language class where one is
required to use any materials drawn from the video or television for instance.
2.4.3. Television in the language
class
The coming of television as an instructional material can
first of all be located in the context of educational television. In the past,
different television stations started a number of televised programmes and this
occurred considerably in the US. Therefore, there was discussion as to the
value of such programmes and the place they should occupy in the school's
language programme. Choat and Griffin (1989) conducting research on how
television should be used in primary schools found that many teachers had
become conditioned to using television on a regular basis by taking a series
each week, irrespective of whether the programmes were regarded as part of the
curriculum or whether they were meeting the children's needs (1989:15). On the
other hand, teachers balanced the advantages and disadvantages of watching
television and the benefits certainly outweighed the negative aspects of this
activity. In general, integrating television in the class has been beneficial
in the sense that the medium adds interest and motivation to the viewers. In
the language classroom particularly, there are a number of qualities one may
assign to television. Most researchers have agreed upon the fact that
television provides a readily accessible source of authentic language, an input
for language learning (Flint, 1989; Choat and Griffin, 1989; Goodwyn, 1992; Els
et.al, 1984)
For instance, there are a number of benefits one can draw from
the television medium. If you compare the print media and the audiovisual one,
you notice as Flint (1989:44) did, the fact that printed texts cannot keep pace
with linguistic change, television is often the best source of current
vocabulary, pronunciation, and idioms. Another merit of television involvement
in the language class is the way it helps early stages of language acquisition.
When children learn new words, they need to associate the new item's
pronunciation with its spelling. In this case, Choat and Griffin (1989:27) hold
that the specific strength of television is in directing the learner- viewer
(i.e. the child)'s visual attention to the precise graphic unit corresponding
to what he hears. What makes a difference between television and other media is
the fact that it gives opportunity to achieve a certain degree of
contextualisation, i.e. presentation of authentic language use in real
situations (Els et.al, 1984:289-290)
Before concluding this section, let me examine what Els et.al
(1984:280) suggest as prerequisites to the usefulness of television as a
teaching medium. They argue that teachers should first of all take into
consideration the following points. First, the nature of the information
conveyed by the medium, either linguistic or non-linguistic. Second, the phases
in the process of teaching and testing, i.e. are these phases used for the
presentation, repetition and exploitation of learning material or for testing?
Third, the didactic function of the medium. In other words is it used to
motivate learners, to convey information or to stimulate free language use?
Fourth, the degree of accessibility and adaptability of the television is
another point worthy of note.
| 
