Educational screen & audio-visual guide (c1956-1971])
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In striving for optimum results it is suggested that, if possible, the teacher:
1. Preview the film several clays prior to class showing.
2. Summarize briefly the film narrative— in English, for beginning students and in the foreign language, for intermediate and advanced.
"x Prepare a list of all difficult words, phrases and idioms.
(. Clarify all difficult grammatical and syntactical structures.
"), Suggest topics for conversation or dramatization centered around persons, places or events portrayed in the film.
6. Make sure that all physical conditions of the classroom and of projection equipment are as nearly ideal as possible.
At least three periods should be allowed for the following:
1. Aural-Oral drills through
a. True-false statements.
b. Questions to be answered in a word or two, or in complete statements, as in normal communication
c. Vocabulary and idiom test.
d. Discussion of content in general.
e. Multiple choice completion exercise.
2. Dictation of selected passages from the narrative.
3. Dramatization of selected scenes or sequences.
4. Re-screening of film (one showing is often a complete loss), and stopping film at the conclusion of each sequence, for conversational practice.
5. Brief compositions in the foreign language based on topics suggested by the film.
6. Conversations based on new words and idioms.
!■ or part of the post-screening activity, the author prepares in advance dittoed sheets on which is reproduced 15 or 20 lines of the motion picture commentarv. Also included are questions related to the narrative and carefully designed for easy assimilation and for intensive study.
With an average class we have been able to cover two or three pages (about 60-75 lines) of a fiilm narrative in a 50-minute period, with gratifying, measurable results. Not only does this method improve and accelerate aural comprehension; it can greatly increase the average pupil's ability to express himself correctly in the foreign language.
Summary
The foreign language film, if it can be screened several times in succession, with prior study of the script:
1. Furnishes a desirable milieu for the establishment of g(X)d listening habits.
2. Fosters the development of "sprachgefuhl."
3. Promotes facility and self-confidence in oral expression.
4. Focuses the student's attention on the current of thought rather than the cold mechanics of language.
5. Offers abundant opportunities for audio-lingual practice in the manipulation of meaningful speech patterns.
6. Meets the practical language needs of all students
Bibliography
1. Edward B. Ginsburg,
2. Theodore Huebener,
3. George Borglum,
4. Gilbert Highet,
5. Elton Hocking,
6. Louis Forsdale,
7. Olwyn O'Connor,
8. John O. Fritz,
9. Wittich and Schuller,
10. Gyorgy Kepes,
11. Walter V. Kaulfers,
12. Nelson Brooks
"Foreign Talking Pictures in Modern Language Instruction," THE MODERN LANGUAGE JOURNAL, Vol. XIX, pp. 433438, March 1935 AUDIO VISUAL T E C H NIQUES IN TEACHING FOREIGN LANGUAGES, New York University Press, 1960 WORKBOOK FOR ASPECTS DE FRANCE, Audiovisual Production Cener, College of Education, Wayne State University, Detroit 2, 1956
THE ART OF TEACHING, Alfred A. Knopf Inc., New York 1950
"LANGUAGE LEARNING TODAY" 45 Questions and Answers, Some Basic Concepts, AUDI O-VISUAL INSTRUCTION, Vol. 4, No. 6, September 1959
"Communication Media Under Sudy," TC TOPICS, Teachers CoUege, Columbia University, Winter 1960-61. Vol. 9 No. 2 "The Art of Listening," EDUCATIONAL SCREEN AND AUDIOVISUAL GUIDE, October 1959
"What Does The Newer Technology Promise the Teacher?" New York State EDUCATION, March 1961
AUDIO-VISUAL MATERIALS, Harper & Bros. New York 1957. Chap. 13. The 16 mm. Sound Motion-Picture Film. LANGUAGE OF VISION, Paul Theobald, Chicago 1944 Modern Languages for Modern Schools, McGraw-Hill Inc. New York 1942
Modern Language Teaching in School and College, Northeast Conference on the Teaching of Foreign Languages, 1961 (Reports of the Working Committees)
includmg those of under-achievers and slow learners who may experience difficulties in reading a basic text. There is something tangible in a foreign language film even for the slowest and dullest pupils.
Furnishes an effective means of accelerating both audio and visual comprehension. Meets the cultural and social objectives of foreign language teaching through presentation of native folkways, customs, traditions, attitudes and interests, the appreciation of which makes for greater tolerance and international amity.
Educ.\tional Screen and Audiovisual Guide^une, 1962
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