In present-day classrooms there are a lot of different forms of media in use. The mostly used types of media are surely the black board and the overhead projector. If one defines media in a very strict sense the teacher himself is of course the most frequently used medium. Besides these well-known types of media there are several others, too. Maier divides the whole class of media into three categories: mass-media, individual media and media for teaching purposes. The mass-media contains all types of media which are suitable to address a great amount of people at one time so for example newspapers, television, radio or movies. The individual media transports contents which are mostly meant for one special person or a small group. Maier mentions amongst others the telephone, letters, e-mails or private photos. Last Meier lists the media for teaching which means all types of media that can be used to teach particular topics.
The one type of media which will be examined a bit closer is the movies as a media for various teaching purposes. In former times movies were not used very often because their acquirement and the technical equipment were both very expensive. Therefore not many schools had such possibilities. But today films have become cheaper and even more accessible. Most schools have mobile DVD- / Television-units or sometimes even video projectors in some classrooms so it is no longer as difficult to view films with a whole class like it was years ago.
Besides the goal of cross-cultural communicative competence which is the highest aim of language learning – according to the educational standards – there are several other competences the students have to learn not least to attain this top goal. One of these other competences is the so-called Sachkompetenz which itself can be divided into four skills: speaking and writing – to produce something – and reading and listening comprehension for understanding the language. In recent literature as well as in the curriculum there is mentioned a fifth skill: mediation i.e. the transfer of information from one language into another either in written form or orally.
Table of Contents
1. Media in the classroom
2. Listening comprehension
2.1. Curriculum of Realschule
2.2. Listening comprehension in the final exams of Realschule
3. Using the movie in class
3.1. Summary of the whole story
3.2. Pre-viewing activities
3.3. While-viewing activities
3.4. Post-viewing activities
4. Using the movie for further purposes
Objectives and Core Topics
This work explores the pedagogical integration of feature films into foreign language lessons at the Realschule, specifically focusing on how movies can enhance listening comprehension and fulfill curriculum requirements.
- The role of media and film in modern classroom settings.
- Alignment with educational standards and the Realschule curriculum.
- Methodological approaches to pre-viewing, while-viewing, and post-viewing tasks.
- Utilizing films for interdisciplinary learning and cultural education.
- Practical application of the movie "Save the Last Dance" for exam preparation.
Excerpt from the Book
1. Media in the classroom
In present-day classrooms there are lot of different forms of media in use. The mostly used types of media are surely the black board and the overhead projector. If one defines media in a very strict sense the teacher himself is of course the most frequently used medium. Besides these well known types of media there are several others, too. Maier divides the whole class of media into three categories: mass-media, individual media and media for teaching purposes (cf. Maier, p. 16f. ). The mass-media contains all types of media which are suitable to adress a great amount of people at one time so for example newspapers, television, radio or movies. The individual media transports contents which are mostly meant for one special person or a small group. Maier mentiones amongst others the telephone, letters, e-mails or private photos. Last Meier lists the media for teaching which means all types of media that can be used to teach particular topics (cf. Maier, p. 16f.).
The one type of media which will be examined a bit closer is the movies as a media for various teaching purposes. In former times movies were not used very often because their acquirement and the technical equipment were both very expensive (cf. Baddock, p. 270). Therefore not many schools had such possibilities. But today films have become cheaper and even more accessible (cf. Baddock, p. 271). Most schools have mobile DVD- / Television-units or sometimes even video projectors in some classrooms so it is no longer as difficult to view films with a whole class like it was years ago.
Summary of Chapters
1. Media in the classroom: This chapter provides an overview of various media types used in education and justifies the increasing relevance and accessibility of using movies in the classroom.
2. Listening comprehension: This section discusses the importance of listening skills in language learning and examines how these are integrated into the Realschule curriculum and final examinations.
3. Using the movie in class: This chapter offers a practical guide on teaching with the movie "Save the Last Dance," including a plot summary and specific methodological stages for viewing activities.
4. Using the movie for further purposes: This section explores how films can be used beyond listening training, such as for teaching American culture, social topics, and media literacy.
Keywords
Realschule, foreign language teaching, listening comprehension, media literacy, classroom activities, film didactics, curriculum, Save the Last Dance, cultural education, language acquisition, teaching methodology.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the pedagogical use of full-length films in foreign language classes, specifically at the German Realschule level.
What are the central themes discussed in the text?
The central themes include media integration in teaching, listening comprehension development, curriculum compliance, and the thematic analysis of the movie "Save the Last Dance."
What is the ultimate goal of the teaching methods proposed?
The goal is to improve students' listening comprehension and communicative competence while meeting the requirements set by the state curriculum.
Which scientific methods or approaches are utilized?
The author uses a didactical approach, referencing educational standards and literature on film didactics to derive practical classroom exercises.
What content is covered in the main section of the document?
The main section covers the theoretical justification for using film, an analysis of listening comprehension in exams, and concrete methodological steps for working with movies in class.
Which keywords best characterize this research?
Key terms include Realschule, listening comprehension, film didactics, foreign language teaching, and curriculum-based learning.
How does the movie "Save the Last Dance" fit into the educational framework?
It serves as a vehicle to teach language, American culture, and social issues like racism and friendship, while providing material for listening comprehension training.
How should teachers approach "While-viewing" activities for films?
The text suggests focusing on short, meaningful extracts rather than the entire movie, ensuring students have time to answer tasks related to specific scenes.
- Quote paper
- Anonym (Author), 2010, Training of Listening Comprehension Using the Movie "Save the Last Dance", Munich, GRIN Verlag, https://www.grin.com/document/319756
