Chapter 2: Literature Review
The previous chapter dealt with an introduction to the study
with an emphasis on the background to the study, its rationale, the research
problem as well as its subsidiary questions. Lastly it also provided an outline
of the chapters.
This chapter tackles among other issues, background and
explanatory notes on television as a concept, its relation with other types of
audiovisual materials and its implications for formal English teaching and
learning. In addition, I elaborate on approaches to English teaching and
learning and provide some background to the development of audiovisuals in
language learning. A look at principles governing language materials
development is my concern as well. I also discuss Content Based Instruction
(CBI) that serves as a basis for the analysis of the content of academic
English programmes at NUR, a matter that will be discussed further in Chapter
4.
2.1. Definitions
This section provides, at the risk of oversimplifying, an
introduction to some of the specialised language of television and other
related audiovisual tools.
2.1.1. Television versus other
audiovisuals
According to the Cambridge International Dictionary of
English, television is referred to as a box-like device with a screen which
receives electrical signals and changes them into moving images and sound, or
the method or business of sending images and sound by electrical signals
(1995:1497). This is commonly known as a television set, also called monitor or
receiver. In Locatis and Atkinson's view (1984: 214), this device can also be
defined as a system for sending and receiving visual images and aural (audio)
sound over a cable or through the air electronically. According to these
scholars, a more complete television system would have a means for receiving,
storing, transmitting, and displaying information (1984:215). With regard to
the production and management of sound and images, the task is handled within a
broadcasting network known as `television station'.
Another lexical item that is closely related to television is
`video'. This is defined in the Cambridge International Dictionary of English
as a recording of moving pictures and sound that has been made on a long narrow
strip of magnetic material inside a rectangular plastic container, and which
can be played on a special machine so that it can be watched on television, or
this container with the magnetic strip inside it (1995:1622). The playing
machine is called VCR, video recorder or videocassette recorder or an example
of software since it allows the hardware (i.e. monitor) to fulfil its task.
More details on the `video' will be given in Section 2.4.1 on background to the
evolution of audiovisuals. The next section deals with types of television
materials.
2.1.2. Types of television
materials
Firstly, video recordings constitute the most popular
television material used. As Lonergan (1984:7) points out, video materials are
subject to classification. He states that we can categorise the sources of
video materials broadly as follows:
- video recordings of language-teaching broadcasts and films;
- video recordings of domestic television broadcasts, such as
comedy programmes and news programmes;
- video recordings of specialist films and television
programmes,
such as documentaries produced by industry, or educational
programmes;
- video language-teaching materials made for the classroom rather
than for public transmission as broadcasts;
- self-made video films, involving the teachers and learners.
Secondly, there are television programmes. In this regard too,
Lonergan suggests a kind of categorisation of these programmes. He classifies
them into the following: 1) entertainment 2) factual programmes and 3)
shorties. The writer states that the first category includes drama of all
kinds, light entertainment programmes, shows and musicals, and even sport
(1984:81). As for the second type, this has mainly to do with discussions and
documentaries. Concerning the third kind, the shorties cover those items on
television which are on the screen for only a short time; say, from ten seconds
to ten or fifteen minutes. This can include news, weather forecasts, sports
results, lottery results, advertisements, etc (p.81-82).
Another scholar, Holland (2000:40) proposes her own
categorisation of television programmes. She identifies three types of
programmes that are part of the daily television flow:
- live programmes: These may either be broadcast
simultaneously with the action, or they may be live, recorded, then broadcast
without change sometimes only minutes later.
- Filmed programmes: In this case, `filmed' includes
programmes made on film or videotape ... Filmed programmes are shot on a single
camera on location or in a studio ...Programmes from major dramas to current
affairs are made in this way.
- Segmented programmes: These are programmes made up of
short inserts that may be live or pre-filmed. This type includes collaged or
bicollaged programmes such as magazine programmes, news bulletins,
advertisements.
Marshall and Werndly (2002:44-45) give us some simple
definitions of common television programmes. For example, we have
documentaries, news bulletins and some other programmes that are called arts
programming. The latter are referred to as heavy or serious- toned broadcasts,
such as classical music concerts, theatre productions, ballets and operas. With
regard to documentaries these are defined as factual, usually short, films
researched and produced to be informative about particular subjects, people or
situations. (2002:45) Concerning the news bulletins, they consist of a series
of segments which give factual summaries of daily, national and international
events; they may cover items about Parliament, foreign conflicts, natural
disasters or personal stories about well-known people (2002:45)
There are other television materials that are generally made
use of in the language classroom and whose source provides authentic language.
One can list among others: cartoons, short weekly programmes (on cooking,
gardening, consumer complaints), educational programmes, plays, interviews,
etc. The next section introduces us to the role of educational television.
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