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watch video material. This active involvement forms part of the stage of any lesson with video material.
2. The Benefits of Video
Video is extremely well suited to display the connections between language and the real world in which communication is essential. McDonald
2003: 309 states that video makes impossible experiences possible for their viewers and provide stimulation through our dominant senses. It helps learners
make a sense of the abstract while providing sensory summaries of the material presented.
As well as the advantages outlined, video helps students speak without self-consciousness. They hear the sound of the language from the first lesson in
meaningful sequences with the appropriate intonation patterns and speak without self-consciousness. Harmer 2003: 282 states that they are many reasons why
video can add a special, extra dimension to the learning experience: a.
Seeing language-in-use: one of the main advantages video is that students do
not just hear language, they see it too. This greatly aids comprehension, since for example; general meaning and moods are often conveyed through
expression, gesture, and other visual clue. Thus, the students observe how intonation can match facial expression.
b.
Cross-cultural awareness: video uniquely allows students a look at
situations far beyond their classroom. It is great value in giving students a chance to see such things as what kind of food people eat in other countries,
and what they wear. c.
The power creation: when the students use video cameras themselves they
are given the potential to create something memorable and enjoyable. The task of video-making can provoke genuinely creative and communicative
uses of the language, with students finding themselves ‘doing new things in English’.
d.
Motivation; for all of the reasons so far mentioned, most students show an
increased level of interest when they have a chance to see language in use as well as hear it, and when this is coupled with interesting tasks.
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Furthermore, Kelty 1996: vi add that video can benefit students in a number of other ways.
a. It motivates students.
Video present language in a lively, entertaining way that arouses the students’ interest.
b. It presents language in context.
Video shows communication in vivid, realistic contexts. c.
It illustrates behaviour and relationships. Video shows the differences between how people behave in informal
relationship involving friends and family, and how behave in more formal relationships. The visual dimension of video also allows students to see how
people behave when they are happy, sad, angry, and so on. d.
It presents non-verbal aspects of communication. Video allows learners to see body language-the gestures, facial expression,
and postures that enhance, modify, or otherwise color the messages conveyed by a speaker’s words alone.
e. It provides cultural information.
Video shows how people live and how they are interact with people in their own cultural environment.
f. It can be analyzed in close detail.
The technical features of video allow relevant parts of a segment to be selected, isolated, and repeated. Visual elements, such as setting, clothing,
and body language, and sound elements, such as pronunciation, intonation, and stress, can be selected and studied in detail.
g. It stimulates language use.
Video makes students ready to communicate in the target language. As a follow-up to viewing, students can extend language items presented on the
video to areas of their own personal background, experience, and interests. Through video, students can also see the gestures and facial expressions
which play an essential role in clarifying the part of the meaning which is conveyed by intonation and tone voice. The picture, with accompanying voice,
has a greater sensory impact than lines on a printed page, or event than that of the voice alone.
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D. Teaching Speaking through Audio-lingual Method by Using Video
