Notice to the internet users: This document is no longer supported by the author in an online version. This is with immediate effect.
Table of Contents
Introduction
Literature Review
Research Constructs
Methodological Procedure
Research Design
Data Analysis
Conclusions
Pedagogical Implications
Objectives and Research Themes
This study investigates how the implementation of tasks based on authentic audiovisual materials can shape the interactive skills of undergraduate students in an English teaching degree program. By fostering a cooperative learning environment, the research aims to overcome communicative barriers and enhance students' confidence and proficiency in English.
- Application of authentic audiovisual materials in language teaching.
- Development of task-based interaction to foster communicative competence.
- Implementation of cooperative learning strategies within the classroom.
- Analysis of the impact of socio-cultural context on language acquisition.
- Improvement of oral production and interactive skills among students.
Excerpt from the Book
Authentic Audiovisual Materials
Language and communication are the two faces of the same reality. These faces are profoundly ingrained in culture and whenever there is any communication, there is necessarily language use. This language use may not exclusively be words (spoken or written) but also, the use of other cultural communication moves, otherwise called speech acts, which may be bodily expressions.
The figure 2 above shows the close relationship that exists between culture and its “medium of expression” (Marion, 1994), which takes into account most of the historic-cultural life experiences of a community. In a word, language and culture are intertwined together as Brown (1989) expressed:
People don’t exist in a vacuum any more than club members exist without a club. They are part of some framework: a family, a community, a country, a set of traditions, a storehouse of knowledge, or a way of looking at the universe. He continues to assert that every person is part of a culture [and] everyone uses a language to express that culture, to operate within that tradition, and to categorize the universe (p. 65).
The quotation above affirms that language cannot be reduced to some mere communicative functions: there is and should be more to that (Celce-Murcia & Olshtain, 2000); representing the whole cultural heritage of a people. This is the reason why learning of a new language is a demanding endeavor in which language, communication, and culture have to be jointly treated in learning and teaching contexts.
Summary of Chapters
Introduction: This chapter introduces the problem of lacking communicative competences among English teaching students and proposes the use of authentic audiovisual materials to address this void.
Literature Review: This section examines existing research on audiovisual aids in language teaching, emphasizing the shift toward student-centered approaches and the role of socio-cultural contexts.
Research Constructs: This chapter defines the theoretical framework, identifying authentic audiovisual materials, task-based interaction, and cooperative learning as the three pillars of the study.
Methodological Procedure: This section details the pedagogical strategy, integrating stages from O’Malley & Chamot and the task cycle from Willis to structure the instructional design.
Research Design: This chapter outlines the action research approach, the context of the study at Francisco José de Caldas State University, and the specific research questions and objectives.
Data Analysis: This chapter presents the qualitative and quantitative analysis of the data collected from student questionnaires, diaries, and field notes, categorized into four main patterns.
Conclusions: This chapter summarizes how the implemented tasks encouraged language acquisition, boosted student confidence, and fostered cultural awareness.
Pedagogical Implications: This final section discusses how the findings can inform future materials design and teaching practices, emphasizing the importance of face-to-face interactive discourse.
Keywords
authentic materials, task-based interaction, cooperative learning, English language teaching, communicative competence, audiovisual media, socio-cultural context, action research, student-centered learning, language acquisition, speaking skills, pedagogical strategy, cultural awareness, interaction hypothesis, English varieties.
Frequently Asked Questions
What is the core focus of this research study?
The study focuses on enhancing the interactive skills of undergraduate English students through the use of tasks based on authentic audiovisual materials within a cooperative learning framework.
What are the primary themes addressed in the work?
The central themes include the integration of real-world audiovisual content, the promotion of student interaction, the use of cooperative learning models, and the importance of socio-cultural awareness in language acquisition.
What is the main research objective?
The primary goal is to investigate and monitor how implementing task-based activities using authentic audiovisual aids shapes students' ability to interact in English conversations.
Which scientific methodology is utilized?
The research employs an Action Research approach, focusing on classroom practice and reflection, supplemented by qualitative data collection methods such as diaries, surveys, and observations.
What does the main body of the work cover?
The main body covers the literature review of existing studies, the development of the research constructs, the methodological setup, the analysis of gathered data, and the resulting pedagogical conclusions.
Which keywords best describe this work?
Key terms include authentic materials, task-based interaction, cooperative learning, communicative competence, and action research.
How do students benefit from the proposed pedagogical intervention?
Students benefit by gaining access to real-world English usage, developing confidence through peer support in a cooperative environment, and improving their speaking and listening skills by discussing culturally relevant topics.
What role does the 'cooperative learning' model play in this study?
Cooperative learning serves as a framework to group students to work together, allowing proficient students to assist those struggling, thereby reducing anxiety and promoting a sense of security and mutual support during interactive tasks.
How does the author define 'authentic materials'?
The author defines them as real texts, whether oral or written, that are taken into the classroom for learning and teaching purposes without being previously prepared or simplified for language teaching ends.
- Arbeit zitieren
- Thomas Ndonyo Osoro (Autor:in), 2015, Shaping Learners’ Interactive Skills Through Tasks Based Learning with Authentic Audiovisual Materials, München, GRIN Verlag, https://www.grin.com/document/303934
