EXPLORING THE POTENTIAL OF LANGUAGE LEARNING THROUGH VIDEO MAKING
EXPLORING THE POTENTIAL OF LANGUAGE LEARNING THROUGH VIDEO MAKING
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通过视频制作探索语言学习的潜力
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Xavier Costa
中科院分区：
文献类型：
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作者：
Dolors Masats;M. Dooly;Xavier Costa
八十年代末，材料设计师和语言方法学家提倡将视频融入语言教学（例如，参见[1]和[2]），随后为此目的出版了许多文章、教师资源书籍和视频系列。然而，回顾过去，我们可以看到，在课堂实践中，视频在语言学习中从来没有发挥过突出的作用，如果使用的话，它往往被视为设计“填充”活动的工具，而未能利用视频观看或视频制作作为在课堂上产生真正交流的刺激。今天，数字技术提供了一个新的框架，因为（a）它易于获取且价格合理，（b）它简化了制作过程，（c）它帮助学生为他们的视频作品找到观众，特别是如果它们是在互联网上交付的[3]。在这种背景下，视频制作项目取代语言课堂中的视频观看活动并不罕见，特别是如果教师选择采用建构主义方法进行语言教学。因此，对数字视频制作潜力的研究不应仅限于对该主题的当前文献的分析（除其他外，请参见[4]；[5]；[6]），而应该检查教师及其学生的作品（例如，[7]）。本文旨在为这种方法做出贡献。本研究是在欧洲项目 DIVIS（数字视频流媒体和多语言；141759-LLP-1-2008_1-DE-COMENIUS-CMP）框架内进行的，旨在探索数字视频设备和当前的视频制作方法如何作为语言学习的工具。我们的演讲将有一个双重目标。一方面，我们将通过视频制作展示当前文献中关于语言学习的内容。另一方面，我们将对语言学习者制作的视频作品的示例进行分析和分类。反过来，第二个目标将使我们能够讨论（a）什么样的视频项目和任务更有可能帮助学生发展他们的语言和数字交流能力，以及（b）教师需要面对哪些新挑战。
In the late 80s material designers and language methodologists advocated for the integration of video into language teaching (see, for example, [1] and [2]) and subsequently many articles, resource books for teachers, and video series were published for this purpose. Yet, looking back, we can see that in classroom practices video has never had a prominent role in language learning and, if used, it was often regarded as a tool to design “filling-in” activities which failed to exploit video watching or video making as a stimulus to generate genuine communication in the classroom. Today digital technology provides a new framework as (a) it is accessible and affordable, (b) it simplifies the production process and (c) it helps students find an audience for their video productions, especially if they are delivered on the Internet [3]. In such a context, it is not unusual to observe that video making projects replace video watching activities in the language classrooms, particularly if teachers choose to adopt a constructivist approach to language teaching. Research on the potential of digital video making, then, should not be restricted to the analysis of current literature on the topic (see, among others, [4]; [5]; [6]) and ought to examine what teachers and their students produce (as in, for example, [7]). This paper aims to be a contribution to such an approach. The present study, conducted within the framework of a European project – DIVIS (DIgital VIdeo Streaming and multilingualism; 141759-LLP-1-2008_1-DE-COMENIUS-CMP) – aims at exploring how digital video devices and current approaches to video production can serve as tools for language learning. Our presentation will have a double-folded objective. On the one hand, we will present what current literature says on language learning through video making. On the other hand, we will analyse and categorise examples of video productions produced by language learners. In turn, this second objective will allow us to discuss (a) what kind of video projects and tasks are more likely to help students develop both their linguistic and digital communicative competences and (b) which are the new challenges teachers need to face.