Abdul Karim, Abdul Malek and Mohd Yusoff, Nurahimah (1994) Video-based English enrichment programme for primary school. Discussion Paper. Universiti Utara Malaysia, Sintok. (Unpublished)

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Abstract

Most educationists today agree that the artificiality of the classroom inhibits language learning. There is, therefore, a need to expose students to real life situations through role play, simulations, drama, games, problem-solving, etc. As these oral-aural language, we need to provide additional experience and the chance to develop oral-aural language abilities for students who have any disadvantage, especially those who are learning English as a second language. It is in such a situation that videos will be of immense value, giving the extra qualities of movement, sequence, drama and link between sound and vision. Due to its many advantages, use of video in language learning/teaching purpose has been favoured by many (Willis 1983, MacKnight 1983, Stoller 1990). The most important is that it brings to the classroom those essential features that most human communication events possess. As almost 80% of our communication is non-verbal, the use of video will help students when they listen to spoken language because they will be able to see as well as hear what is going on. Alan (1984) claims that video materials make it possible to bring the "real" world into the classroom. In the video, gestures, affective states, scenes of town music, and so forth always accompany the dialogue. There, there is much more to notice. This increase in opportunities for seeing the language being used in context is especially important for helping the learners to acquire communicative competence. In addition, as videos make it possible to present complete communicative competence, it makes the teaching and learning of English interesting, motivating and effective. Videos can also be used as a springboard for other classroom activities which can promote the development of the four language skills (Geddes, 1982;Lonergan, 1983). Despite the many advantages to be gained, using video in language classes has its problems too, both financial and technical. Using videos can sometimes be demanding on teachers, especially if they are not trained. However, it is believed that a video-based enrichment programme will eliminate the need for a heavy financial outlay and at the same time afford the opportunity for a more flexible and effective use of video. The enrichment programme will allow the introduction of meaningful activities, using the techniques of 'understanding through seeing' and'responding through doing'. which will utilize the special abilities which children already have and capitalise on the children's enthusiasm and willingness to learn and thereby, encourage positive participation to language learning. The sense of achievement and rewarding experience gained from successful participant will help the learners to develop a positive attitude to language learning which is as important as linguistic achievement.

Item Type:	Monograph (Discussion Paper)
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PE English
Divisions:	College of Arts and Sciences
Depositing User:	Mrs. Siti Syariza Mohamad Radzi
Date Deposited:	09 Feb 2014 04:09
Last Modified:	02 Nov 2020 08:29
URI:	https://repo.uum.edu.my/id/eprint/3659

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