USING TV AND RADIO PROGRAMS IN THE EFL CLASSROOM

Б.А.Бейсенбаева, У.И. Копжасарова

Карагандинский государственный университет им. Е.А.Букетова, Казахстан

With the importance of English in the world today and the demand to teach learners a working command of English to satisfy various communicative needs in their life, English teachers in Kazakhstan have felt an urge to learn the newest and best methods of teaching. The educational system of the Republic of Kazakhstan has been undergoing drastic changes in recent years due to the reforms that suggest radical shift towards its integrating into global communities of research and practice. The general reforms in the Kazakhstan educational system is based on not blindly adopting particular international models, but on creatively and critically synthesizing and adapting global models to our own domestic needs and capacities.

Current developments in global integration and international cooperation, increasing professional and academic exchanges have stimulated great interest of the state and the community in foreign languages. In today's global environment, more and more people are studying languages in an ever-wider variety of settings, and the demand for competent language teachers is strong. The use of new information and teaching techniques is considered to be the basis of teaching and learning. There is a growing need in seeking new methods and new technologies. That's why what we teach and how we teach are of equal importance. When we mention new techniques we mean classes using multimedia means, TV, Radio, Interwrite Board, video production, debates, role plays , brain-rings and others.

In recent years, English language teachers have benefited from a growing body of research that describes how learning strategies can help students improve their acquisition of the language.

Scholars and teachers agree that motivation is crucial in language teaching. One well-known way to arouse student's interest can be achieved by bringing something extraordinary and new into the language class. Especially among teenagers and young adults, different kinds of movies and cartoons, comedy films, educational and entertainment programs, documentary films about customs and traditions of different countries can be used efficiently for this purpose. Entertainment programs and movies are usually funny; therefore, applying them to methodological purposes will have the same effect as using games in teaching English – it brings a cheerful atmosphere into the class. They not only amuse and interest students; there are plenty of other reasons to use them in education. The fact that these programs are visual also contributes to improving communicative competence. In a movie , life-like situations and expressions are used in spoken, colloquial language: for instance, idioms, reduced forms, slang, and expressions that require shared cultural knowledge. Consequently, TV and Radio programs help students to deal with spoken and even informal language, preventing them from sounding "bookish", as students might when they are only exposed to written, formal language. Another advantage of the visual nature of TV programs is that they show the gestures and the body language of the characters. This contributes to the development of communicative competence, which includes nonverbal communication.

Our experience suggests that, if appropriately exploited, TV and radio can bring authentic content to the classroom, especially in the English as a foreign language environment, where it may not be easy to meet and talk with native speakers of English.

English TV and Radio programs are authentic, and using authentic material is very important in language teaching and learning. It has several advantages, among which is the fact that if students comprehend a genuine text successfully, that can motivate them and build their confidence. However, it should be noted that the difficulty of the language presented to the class should be matched with the level of the students; otherwise the use of authentic materials will only frustrate them.

Teaching a language through content is more efficient than teaching the structures of the language out of context. Furthermore, it is well accepted that language is better acquired where the focus is on interesting content, and radio can certainly provide interesting content. In EFL settings, where authentic materials are scarce and students are rarely exposed to the natural pace of native speakers of the target language, the TV and Radio can be a valuable source of input and highly relevant to language acquisition.

Radio programs on every aspect of life are available, making the medium particularly useful for content-based foreign language instruction. From the radio, teachers can draw content about any topic or theme of interest to learners. Thanks to the Internet and the advent of high-tech tape recorders, we (English teachers) can now download the scripts of various listening passages, select any program on the site of a native-speaker radio or TV channel (CNN,CCTV, BBC, Kazakhstan Caspio Net ) and connect the computer's speakers to a tape recorder, using recording wire. Where these technologies are not available, teachers can order a free schedule of programs and tune in to select programs, and record them in the traditional way. Of course, the content shouldn't be used passively; students should be assigned genuine and relevant tasks to do while listening.

It goes without saying that teaching material needs to motivate and stimulate our students. It also goes without saying that our students need a variety of engaging tasks that will drive forward their knowledge of language. In over twenty years of teaching, we have come across plenty of excellent books that achieve these aims, but we have yet to find one that achieves these aims and makes our working life easier at the same time.

Below are samples of the many activities that can be organized around TV and Radio programs at the International Relations Department of Karaganda State University. All can be adapted to meet specific needs.

Activity 1:

Level: Pre-intermediate

Material: Special English Programs. Documentary films. Feature films. Caspio net news, CCTV news. CNN and BBC news.

Before demonstrating or listening

On the blackboard, write a list of key words and word combinations of the watching or listening passage. Ask the students to guess what the passage will discuss. Give the students a script of an English language passage that they are about to hear or to watch. The script should include spaces where words are missing. Below the script, provide definitions for the missing words. Ask the students to read the script and definitions. Tell them that as they listen to the recording, they are going to fill in the blanks in the script.

While demonstrating or listening

The students now watch or listen to the passage with the aid of the script. Thus the vocabulary is explained through context as the students watch or listen to the passage. After that, give the students a list of definitions for other vocabulary, but this time in random order. Play the remainder of the program without giving the students the benefit of a script and have them identify the words defined in the list. The absence of a script requires further concentration in order to recognize the words and match them with their corresponding definitions.

After demonstrating or listening

To ensure that the students can use the words they just learned correctly in context, have them create sentences using the words.

Activity 2:

Level: Intermediate or advanced

Material: TV news. Radio interviews.

Many TV news and radio programs feature interviews with politicians, scientists, movie actors, singer, statesmen and other people well known in their fields. Such interviews are excellent for helping students practice listening and speaking skills. The choice of interview topic should reflect the learners' interests, and the pace and length of the passage should reflect their abilities. BBC, CNN, CCTV news is a good choice for students because it features guests discussing highly motivating current issues.

Before listening

Before listening to TV or radio broadcast, ask the students what kind of public figure ( politician, singer, athlete, actor) they would like to interview if they were TV or Radio journalists. Then ask them what type of public figure they expect to hear in the taped interview they are about to listen to.

While demonstrating or listening

Play and replay the question asked by the interviewer until students understand it. Then ask the students to guess what the interviewee's answer would be. Have the students compare their answers to the actual answer given by the guest of the program, ensuring that all students have an opportunity to participate in discussing the answers.

After listening or watching

After playing or showing several of the interviewer's questions, you may organize a general discussion about the theme of the interview or about the difficulties the learners faced in understanding the speech or in anticipating the answers.

Activity 3:

Level: Intermediate and advanced

Material: Interviews, speeches, drama, video production

Before demonstrating or listening:

To help the students achieve comprehensible pronunciation of English, have them listen to sequences from English-language TV or Radio programs that exemplify natural speech. Choose sequences containing specific linguistic issues that usually hinder a learner's understanding of rapid speech, such as liaison, assimilation, and elision. Say a sentence or two in rapid speech that includes some of the aspects of pronunciation you would like to teach, and ask the students to transcribe what you said. Then write the sentences on the board and ask the students to say which difficulties they faced in the transcription. Then explain that in rapid speech words are pronounced according to the words that surround them.

When auding a foreign language students should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and decode it. Not all the students can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. This is possible on condition that he will take into consideration the following three main factors which can ensure success in developing students' skills in auding: 1) linguistic material for auding; 2) the content of the material suggested for listening and comprehension; 3) conditions in which the material is presented. Drill exercises are quite indispensable to developing students' skills in listening comprehension. The following tasks may be suggested to draw students' attention to what they are auding:

- Listen and try to grasp the main idea of the film. You will be asked questions later on.

- Listen and try to grasp the details. You will have to name them.

- Listen and make a plan of the story.

- Watch the part of the film and try to finish it (think of the end of the film).

- Watch the film. We shall have a discussion on it. Etc.

Ask a few Wh- questions ( who, what, when, where, why) and start a discussion about the subject you are going to be dealing with in the listening phase.

While listening or watching

Play a short sequence and ask the learners to write it down as they listen. Play the sequence as many times as necessary to increase the students' understanding of it. Then give students the script of the actual spoken passage and write on the board the features of pronunciation that misled them.

Play the sequence again to give the students additional opportunity to notice the pronunciation of those features. Sometimes it helps to give students a phonetic rule.

Choose an interesting radio program with a special end, such as a consequence, opinion, or solution to a problem. Write the script for the first part of the program and design comprehension activities around it. These activities, which may include answering questions, anticipating, judging whether statements are right or wrong, or working on difficult vocabulary, are designed to help the students understand and get involved in the passage.

When students understand the first part of the program, play the remainder of the program and have the students take notes as they listen. If the passage is interesting, the students will be motivated to listen carefully to it because they will be eager to discover how it ends. Help them with short answer questions if necessary.

After demonstrating or listening:

Have the students work in pairs to create dialogues in which they include the aspects of pronunciation they just learned. Then have them practice the dialogues, speaking as rapidly as possible to produce natural speech.

As a post watching and listening task, have the students write a summary of the entire passage, combining its two parts. If the passage is a short story or otherwise arouses feelings, have the students describe the kinds of feelings it aroused in them. Expand the discussion initiated at the beginning if it seems useful to do so. Our students like to discuss films and news after watching them. They comment on the events, express their opinions, discuss what parts they liked or disliked and explain the reasons, argue with each other and try to prove their points of view. .

When we hear the word technology, most of us think of computers and of students using software programs, the Internet, and e-mail for language learning. We can also use many other media that can be equally educational and stimulating, including video technology. Student find video work exhilarating and enjoy watching their own productions for pleasure and for analysis of their language skills. Students watch movies as part of their classes. Care should be taken, of course, to select material that is appropriate for the students and the setting. Before the students start watching the film in our class we conduct a free association activity. For this exercise, we select a visual such as a poster, magazine picture, photo that is related to the theme of the selected work. Students sit in a circle and share what they think or feel when they see the picture.

Vocabulary development is another integral part of class work following a watching assignment. We vary activities: vocabulary discussions, vocabulary card games, and group activities focused on vocabulary development. Students keep vocabulary journals of unfamiliar words they find interesting or important. They share the journals in small group sessions, determining which words they want to use for the vocabulary games and which for some of the vocabulary development group activities. We also conduct other group activities that are not vocabulary oriented but instead focus on content. Working in small groups as a homework assignment, students create plot summaries and character sketches, conduct role-playing based on situations from the text, or design surveys to be administered to native speakers.

If the students read the novel which had been made then into a movie, before watching the movie version, we conduct the video project. When video project is finished, we turn to the movie adaptation of the novel. Previewing activities for the film adaptation include questions about a possibly different ending for the movie; predictions on how literary techniques, such as first-person narration or inner monologues, might have been translated into film; and discussions about choices of actors, set design, music, and other elements of filmmaking. During the viewing of the movie, we take time out for language learning activities, such as guessing dialogues, completing scenes ( with video stopped at suitable intervals), and fill-in-the blank exercises.

After viewing the film, we compare the book and the film, write film reviews, enact a movie critics’ debate. Then the students give presentations or write essays on their views and findings.

We can use TV and Radio to make our teaching creative and interesting. We can design many types of activities based either on live or prerecorded Radio or TV programs assisted by the simplest equipment, such as a cassette tape player. Radio is accessible to most schools, and has the great virtue of exposing students to authentic English spoken by native speakers, which happens rarely in most EFL settings.

Video production provides several benefits to students. Even if basic equipment is used, student video productions are not only fun and exciting, they provide a range of opportunities for language learning. Thus, students practice all language skills and apply authentic language use to a variety of team-oriented, problem-solving tasks. Video production also allows students to choose roles – crew or cast – according to their interests and talents. Crew members enjoy the hands –on experience and interaction within the team. And students with acting roles can try out personal and cultural identifies different from their own, thereby possibly overcoming inhibitions and shyness in speaking the foreign language. A final benefit of these types of activities is that besides building pronunciation and grammar proficiency, they also help improve students’ listening.

Literature

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