{"id":3075,"date":"2012-08-03T10:59:47","date_gmt":"2012-08-03T10:59:47","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3075"},"modified":"2012-08-03T10:59:47","modified_gmt":"2012-08-03T10:59:47","slug":"vol-4-issue-32-research-paper-more-benefits-from-video-form-of-advertisements-for-developing-communication-skills-of-science-and-technology-students-in-elcs-labs-by-k-balashowri-reddy","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3075","title":{"rendered":"Vol. 4 Issue 32 \u2013 Research Paper: ‘More Benefits from Video form of Advertisements for Developing Communication Skills of Science and Technology Students in ELCS Labs’ by K. Balashowri Reddy"},"content":{"rendered":"

\u00a0ELTWeekly Vol. 4 Issue#32 | August 06, 2012 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n

This paper is written and submitted by\u00a0Mr. K. Bala Showri Reddy<\/strong>, Mr. Reddy is an Asst. Professor of English, Inspirational Speaker \u00a0and Head of the Dept. H&S, at Eswar College of Engineering, Narasaraopet, in Andhra Pradesh, (India). He has Passion of teaching communication skills. He has been teaching Advanced Communication Skills and Soft Skills for B.Tech, MBA & MCA courses for over years. And also doing research on Language Labs.<\/em><\/span><\/p>\n

Abstract<\/strong><\/span><\/p>\n

At present trends, there has been a great rush to jump on the video bandwagon and use this form of media in the ELCS lab for developing communication skills. This paper points out that video, with its combination of visual and oral information, has an intrinsic attractiveness for students of Science and Technology, and advertisements with their 30 second barrage of language and culture are an excellent source of authentic material that are more manageable in length than sitcoms, full-feature movies, or programs. This paper then discusses that one of the most compelling reasons for using video form advertisements is that they are the ideal source of innovative and fun ELCS lab activities in content-based lab classes because they can be tied to a particular theme or chapter in a textbook. Finally, a sample lesson is outlined using pre-viewing activities, viewing the video form of advertisement, language processing, securing adequate comprehension, discussing cultural and values laden components and follow-up activities to tap into the potential of the commercial medium. <\/span><\/p>\n

Key Words: ELCS Lab (English Language Communications Skills Lab), (CBI) Content- Based\u00a0Instruction<\/span><\/p>\n

Introduction<\/strong><\/span><\/p>\n

With the explosion of the Internet’s vast repositories of media growing daily, language teachers are receiving almost innumerable amounts of teaching materials from online\/offline resources. One resource that fits nicely into the limited English abilities of many English language learning students of Science and Technology is the standard video form advertisements. It goes without saying that the use of video has and will continue to permeate into the language lab classroom. Obviously, many educators around the world find that teaching with videos enhances learning by stimulating the senses through the combination visual\/audio medium. (For a more comprehensive look at the use of video in a variety of settings, see Lawrence, 1987; Skirble, 1979; Stempleski & Arcario, 1992; Stempleski & Tomalin, 1990). Still, other practitioners in the field are looking for shorter, more focused, pieces of video that are not only more manageable in length than situation comedies, full-feature movies, documentaries, or news programs, but can be used in teaching content-based courses (Stoller, 1990, 1992). Video form advertisements’ messages are part of the answer.<\/span><\/p>\n

Why Use Video form of advertisements in ELCL Lab?<\/strong><\/span><\/p>\n

The greatest advantage to using video form advertisements is that they are short\u201430 to 60 seconds\u2014so the faculty can easily play an advertisement more than once and construct a short activity lasting 5 – 10 minutes around one advertisement. However, depending on the activity(ies) and the video form advertisement, the faculty may be able to exploit one video form advertisement for up to a whole lab class period. Video form advertisements allow for great flexibility of time. They may form an activity on their own or fit in with regular lessons as an illustration, for example, of some language function or grammar point; moreover, they are often funny, creative and may lift the spirits of the lab class.<\/span><\/p>\n

Use of CBI in ELCS labs<\/strong><\/span><\/p>\n

Benefits of Content-Based Instruction (CBI) go beyond the improvement in language skills (Burger, 1989; Kasper, 1997; Ready & Wesche, 1992; Rodgers, 2006; Song, 2006) including both cognitive and affective factors. Adult learners are cognitively mature enough to be able to handle \u201cmaterial that is cognitively engaging and demanding for the learner\u201d (Met, 1999, p. 150) which can provide \u201cpositive complexity\u201d (Stoller, 2002). As for the affective factors, CBI promotes motivation and interests in the subject matter which subsequently should lead to better learning (Grabe & Stoller, 1997, p. 12). It is our contention that Video form of advertisement may be effective in implementation of CBI in various levels of English language learning of Science and Technology students’.<\/span><\/p>\n

The Aims and objectives of the ELCS lab<\/strong><\/span><\/p>\n

– to enhance students’ speaking (interviewing, Debate and Group discussion etc.,) skills<\/span>
\n– to develop their writing (Technical and Non technical reports) skills<\/span>
\n– to expose them to the real world communication<\/span>
\n– to identify the language needs of Different professionals<\/span>
\n– to enable students to suggest activities and tasks to make the Engineering English <\/span>
\n course more effective<\/span><\/p>\n

Where Can Teachers find video form of advertisements in English?<\/strong><\/span><\/p>\n

One way to begin searching for a commercial advertisement(video) is by determining objectives. Faculty should define the cultural, linguistic, and logical objectives that they desire to focus on when searching for an appropriate video form advertisement for the benefit of Science and Technology students. For other faculty, identifying specific objectives first and then hunting for appropriate video form advertisement it makes very difficult; they prefer to have general objectives in mind while browsing video form advertisement so that they expand their options. Still others have no specific objectives at all; they simply go hunting and locate commercial advertisements that appear to be good for teaching language in lab class. Then they collect them and devise objectives and make materials later. Whatever process you choose, you will need the video form advertisements and the teaching objectives.<\/span><\/p>\n

Other Characteristics of English video form of advertisements in ELCS lab<\/strong><\/span><\/p>\n

Who watches channel like CNNI, BBC etc., channels that often do not provide local language subtitles? Other than a few expatriates, the target audience are professionals with a good command of English. They are probably upper middle class with some disposable income, and they travel abroad. We see advertisements for airlines, hotel chains, banks, luxury cars, multinational companies, and even diamonds. These tend to be big budget ads that are extremely well-made and often a pleasure to watch, a far cry from the cold remedies and washing powders that are the staple of local channels everywhere. While these latter kinds can also form teaching materials, the higher quality ones can usually be exploited on more levels.<\/span><\/p>\n

Because of their shortness, video advertisements have to say a lot in the most concise way. Every millisecond counts and is packed with information. There are visual images and there may also be writing and other symbols. Aurally we may hear language, music, and other sounds. The language is often quite clever and may include double meanings and plays on words. Messages may be quite complex and include all sorts of cultural and historical material. Their creators depend on the viewers\u2019 experience to interpret these meanings in the way intended. This means that when we watch a video advertisement from another culture, we may grasp only some of the intended interpretations. This situation should not deter teachers from using advertisement as we do not have to do a thorough analysis in order to enjoy an advertisement and practice language.<\/span><\/p>\n

How to Develop Activities with video form of Advertisements in ELCS Lab?<\/strong><\/span><\/p>\n

One of the more time consuming activities in the past was locating commercials. Today, they are easily available on the online \/ Internet or TV channels. So, when you are ready to collect URLs or even the TV commercials themselves, you need a place to go hunting. There are a number of sites to locate good video commercial advertisements, commercial parodies, and short amatuer videos. A list of some of the currently popular sites like (YouTube) to find commercials is located in Appendix A.<\/span><\/p>\n

The next step after selecting language objectives and finding a good video form advertisement is developing activities. The standard approach we use is:<\/span><\/p>\n

1. Pre-viewing activities <\/span>
\n2. Viewing the video form advertisement <\/span>
\n3. Securing adequate comprehension<\/span>
\n4. Exploring linguistic components<\/span>
\n5. Discussing cultural and values laden components<\/span>
\n6. Practicing critical thinking\/ brainstorming skills by examining the video form advertisement critically.<\/span><\/p>\n

After searching for good video form advertisement, we discovered a useful one from internet at “Berlitz language for life”. The commercial occurs in a coast guard radar station room where a young coast guard officer is answering a message for whom are going to sink in the ocean. It is a very simple video form advertisement that contains only three\/four sentences.<\/span><\/p>\n

From the Ship: May Day! May Day! Can you hear us? We are sinking.<\/span>
\nRadar station: hello, this is John, coast guard. <\/span>
\nFrom the Ship: we are sinking? Sinking?<\/span>
\nRadar station: What are you singing about?<\/span><\/p>\n

It is short and yet it is an innovative, motivated and importance of language skills. It also contains limited linguistic information and is entertaining and funny. <\/span><\/p>\n

Arranging Pre-viewing Activities in ELCS Lab<\/strong><\/span><\/p>\n

As is true with most activities, the initial segment is intended to pique the curiosity and enliven the motivation of the Science and Technology students’. This can be accomplished by beginning a discussion with attraction and serious radar station situation. Ask students why they dress the way they do or what is their duty? What is the message he is trying to send? It is also to begin asking moral type questions about what is appropriate dress for particular job? Still other teachers may want to create a survey or handout, or develop predicting activities for this brainstorming activity.<\/span><\/p>\n

Focus on Linguistic Components<\/strong><\/span><\/p>\n

Since this video form advertisement contained a limited amount of linguistic and lexical data, it was easy to focus on the 2 only grammar areas available: Yes\/no questions and noun clauses. For the lower level grammar element, we created a number of Yes\/No question drills and dialogs for the students to complete and act out. Upper level students received noun clause focused activities.<\/span><\/p>\n

Although there existed few words in this video form advertisement, the topic of appearance allowed us to introduce many new words related to appearance. These new words and explained grammar can be included in production activities, like drills, scripts, surveys, information gap activities, and presentations that students can practice or develop and thereby strengthen their language skills. <\/span><\/p>\n

Explore Culture and Values<\/strong><\/span><\/p>\n

In addition to the grammar and vocabulary focus, this advertisement also enables teachers to explore the cultural and values laden components. For example, this advertisement allows faculty to explore the issues of appearance, why it is or is not important, the rationale for developing an appearance, the cultural importance of identity, etc. Lower level students will need more scaffolding for these discussions, but their interest will be high. Faculty may need to write up communicative forms for students to use in a discussion. More advanced language students can practice discussing topics like impotence of language, task\/risk management skills, identity, appearances, human value or any other cultural\/value component evident in the commercial.<\/span><\/p>\n

When teaching with authentic short videos, it is important to remember that all four of these components are being transmitted at the same time and is therefore sometimes difficult to separate them when teaching; they tend to overlap and that is actually beneficial. Better language learning is usually in a context that includes culture and values. So video commercial advertisements make a great snapshot from which to teach all four of these elements. Although that may be true, faculty would be wise to model the process of analyzing a commercial advertisement for culture or values.<\/span><\/p>\n

Develop Critical Thinking Skills in ELCS Lab<\/strong><\/span><\/p>\n

Although the teaching of critical thinking skills is a common objective in Science and Technology students’ textbooks of language (step by step – learning Language and Life Skills and Strengthen your steps etc.,) and materials, several authors suggest that Indian culture does not lend themselves to overt critical thinking, and to a certain extent, that is true. But we recognize that our students can think critically; they simply have not been taught, have not been given the opportunity, or have been discouraged to do so because of their culture. There are even cultures that discourage critical thinking. Although that may be true, we would encourage students to think critically and to take advantage of learning opportunities available to them. In light of its benefits, instructors should consider the value of teaching critical thinking. In fact, science, culture, language and critical thinking are inexplicably intertwined in Indian English, anyone desiring to master English needs to understand the need for self expression. We also agree with Day’s (2003) conclusion that the benefits of teaching critical thinking outweigh any possible problems. Finally, we recognize that critical thinking is also a part of Indian culture, but the expression of those thoughts is different.<\/span><\/p>\n

So teaching critical skills is linked to English language acquisition, and analyzing video form advertisement is an excellent way to learn and practice critical thinking. Faculty can remind students that commercial advertisement makers are trying to convince or manipulate the audience to buy a product or service. Students can use that information to critically analyse the commercial. In our example, faculty can ask students about the intended audience and about the choices the producers made in designing the commercial. For example: <\/span><\/p>\n

\u2022 Who is the intended audience for this commercial?<\/span>
\n\u2022 Why did they choose this young man to represent their service?<\/span>
\n\u2022 What message are the producers trying to convey to the intended audience?<\/span>
\n\u2022 What message does the commercial imply about some youth? Is this an effective commercial? Explain.<\/span>
\n\u2022 What do you learn from this advertisement for the benefit of your career? <\/span><\/p>\n

These questions can form the basis for in- lab class or online discussions, or mid-examination, analysis papers.<\/span><\/p>\n

Conclusion<\/strong><\/span><\/p>\n

Video form advertisement can provide a treasure trove of language learning opportunities for Science and Technology students. The materials are easily accessible and many times are free to use in ELCS lab classes. They not only provide jumping off points to learning discrete linguistic and lexical elements, but also provide an avenue to exploring creativity, culture and values etc.,<\/span><\/p>\n

Reference<\/strong><\/span><\/p>\n

Brown, H.D. (2004). Some practical thought about student-sensitive critical pedagogy. The Language Teacher. 28(7);23-27.Retrieved from the Internet August 15, 2006 http:\/\/www.jalt-publications.org\/tlt\/articles\/2004\/07\/brown<\/span><\/p>\n

Davis, B.G. Tools of Teaching.San Francisco: Jossey-Bass, 1993.<\/span><\/p>\n

Davis, R. (1997). TV commercial messages: An untapped video resource for content-based classes. The Language Teacher. 21. (3), 13-15.Retreived from the web July 29, 2005 from http:\/\/www.esl-lab.com\/research\/cms.htm<\/span><\/p>\n

Hedge, T (2000). Teaching and learning in the language classroom. Oxford: oxford <\/span>
\n university press.<\/span><\/p>\n

Kress, G. R., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of <\/span>
\n contemporary communication. London: Edward Arnold.<\/span><\/p>\n

Kumar, E.S., & Sreehari, P. (2007).A handbook for English Language Laboratories. New <\/span>
\n Delhi: Foundation Books.<\/span><\/p>\n

Meenakshi. K & Jayachandran. R, \u201cInformation and communication technology tools in <\/span>
\n language learning\u201d Accessed at:http:\/\/www.languageinindia.com\/feb2007\/ictmeenakshi.html<\/span><\/p>\n

Mohanty Seemita .”Digital Language Labs in India”. Reflections on English Language Teaching, <\/span>
\n Vol.8,no1, pp.65-72.<\/span><\/p>\n

Nunan, David. Language Teaching Methodology. Macquarie University, 1991.<\/span><\/p>\n

Technical Communication, Meenakshi Raman and Sangeeta Sharma, (2006), OUP, New <\/span>
\n Delhi, India.<\/span><\/p>\n

Appendix A<\/strong><\/span><\/p>\n

Websites to find video commercial advertisements and short videos<\/span><\/p>\n

\u2022 http:\/\/www.bbc.com\/<\/span>
\n\u2022 http:\/\/www.stupidvideos.com\/<\/span>
\n\u2022 http:\/\/www.apple.com\/trailers\/<\/span>
\n\u2022 http:\/\/www.movieflix.com\/genre_list.php?genre=Commercials<\/span>
\n\u2022 http:\/\/www.esm.psu.edu\/faculty\/gray\/movies.html<\/span>
\n\u2022 http:\/\/www.youtube.com\/<\/span>
\n\u2022 http:\/\/www.veryfunnyads.com\/<\/span>
\n\u2022 http:\/\/www,tedvideos.com<\/span>
\n\u2022 http:\/\/www.bluefishtv.com\/ <\/span>
\n\u2022 http:\/\/www.yupptv.com.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

At present trends, there has been a great rush to jump on the video bandwagon and use this form of media in the ELCS lab for developing communication skills. This paper points out that video, with its combination of visual and oral information, has an intrinsic attractiveness for students of Science and Technology, and advertisements with their 30 second barrage of language and culture are an excellent source of authentic material that are more manageable in length than sitcoms, full-feature movies, or programs. This paper then discusses that one of the most compelling reasons for using video form advertisements is that they are the ideal source of innovative and fun ELCS lab activities in content-based lab classes because they can be tied to a particular theme or chapter in a textbook. Finally, a sample lesson is outlined using pre-viewing activities, viewing the video form of advertisement, language processing, securing adequate comprehension, discussing cultural and values laden components and follow-up activities to tap into the potential of the commercial 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