SECOND LANGUAGE LEARNING IN THE CLASSROOM

Using Audio-Visual in Second Language Learning

Based on my reading that is about Second language learning in the classroom is talking about how the new language will transfer to the students. Many theory have been proposed for the best way  to learn a second language in the classroom. Even more teaching methods and materials have benn developed to implement those theory ( Nina Spada, 2006). One of the skiil of the language is listening that seems like it should be simple, or secondary to other more active language skills. To the surprise of many new learners, listening to a foreign language is difficult. If you’ve ever had to sit for a second language test, you’ll know that the listening section is almost always the hardest. So if we are as teacher , we will prepare many methodology in teaching listening. One of them is just listen and read where the focus is using video material, listening song and conversation and dialogue by English speakers.

One of the reason make me interesting that is “listening is an active process” so whatever we are listening, it will make we improving our English proficiency. Likewise using video material in learning in the classroom is one of the treatment that the teacher often use . For instances, one of the research that I found is about the Effect of Using Video Materials in the Teaching of Listening Skills for University Students .  The result of this study, it can be implied that video can contribute positively to language learning and processing. It helps learners in developing listening skills, in learning new lexical terms and in encouraging autonomous learning. Video-based instruction can be used to develop students’ listening and speaking skills. Activities associated with video-based instruction such as gap-filling, group discussion, and oral presentation, can also develop students’ listening and speaking skills (Woottipong Kretsai, 2014) .

A group of teacher who prepare the material by using video material, which is  to enable the school. The video should be modern, interesting and in relevant with the syllabus that the teacher use. I remembered it when I was senior high school , my teacher prepared the video material which the video was interesting because relevant with what the students wanted at the time. If I was not mistaken, the video material was about short film, and next our job was to comprehend the content of the film by using audio – visual to support our comprehension.  Using video make the students relaxed and more conductive learning, automatically we will motivate with the pictures, gesture and sound that it content of the video. Instead we must remember that videos containing difficult vocabulary or ungrammatical or incomplete structures should not be used as video material. 

So the conclusion of using video material is one of the way to improve the students comprehension in listening and speaking, However, it is interesting for the learner because they could look the visual and hear the audio. the use of video as an audio-visual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language. (Ismail Çakir, 2006).

 

REFERENCES

Cakir Ismail. (2006). The use of video as an audio-visual material in foreign Language teaching classroom. Kırıkkale Üniversitesi, Eğitim Fakültesi.

Spada Nina. (2006). How Languages are learned. Oxpord Üniversitesi, New York.

Woottipong Kretsai, (2014). Effect of Using Video Materials in the Teaching of Listening Skills for University Students. Faculty of Humanities and Social Sciences, Thaksin University, Muang District, Songkhla Province, Thailand