Using Multimedia in the Foreign Language Classroom | Page 40

Introduction

This second part of the present book provides a rationale for using video in the
foreign language classroom.
There are two sections in this part. Section 1 provides the theoretical
framework for the use of video in the foreign language classroom, while section 2
puts theory into practice by providing a model lesson which was prepared according
to the theoretical framework of section 1.

1. The theoretical framework

There are two types of videos which can be used in the foreign

language classroom. The first type refers to videos which were made to serve
purposes other than language teaching, while the second type, usually referred to as
“scripted”, (Motteram and Slaouti 2000, Unit 1: 5) is specially designed for classroom
use. What they have to offer is that they can explicitly present language within a
context, and also stimulate language production through that context. The use of a
scripted material is considered appropriate as, according to Allan (1985/ 91: 71), what
we need to do at the early stages is to control both the amount and complexity of
language we expose students to.
Videos which are addressed to primary school students often make use of
cartoon characters. The use of cartoons is an element which, according to Allan
(1985: 28-29), can have a positive effect on students’ motivation as the material is
similar to what children usually watch on TV. However, this can also have a number
of disadvantages. According to Arcario (undated: 112) the contribution of video is
that it can make spoken language more comprehens