Using New Media in the Task-Based German Conversation Classroom

Table of Contents

I. Introduction

Background of the Topic

Statement of the Problem

Purpose of the study

Definition of Terms

II. Review of the Literature

Movies in the SL Classroom

What Makes Movies Useful for SL Teaching

Video Material as a Window to the Target Culture

The Value of Video Material for SL Acquisition

Movies and Student Motivation

How Can Movies be Used in the Classroom?

Useful Standards and Teaching Approaches

Conclusion

III. Method

Implications

Set of Criteria

IV. Application

I. Tor des Monats (Goal of the Month)

Pre-viewing Phase

Viewing Phase

Post-viewing Phase

Application of Criteria

II. Ein Bewerbungsgespräch (A Job Interview)

Pre-viewing Phase

Viewing Phase

Post-viewing Phase

Application of Criteria

III. Umweltbewusstsein (Environmental Awareness)

Pre-viewing Phase

Viewing Phase

Post-viewing Phase

Application of Criteria

V. Discussion

Objectives and Core Themes

This study aims to demonstrate how new media, specifically platforms like YouTube, can be integrated with task-based teaching approaches to improve communicative competence and cultural awareness in advanced German conversation classes.

• Integration of authentic audiovisual media into language curricula.
• Application of task-based teaching principles to foster student-centered learning.
• Development of criteria for evaluating and selecting effective video materials.
• Enhancement of students' cultural understanding and communicative proficiency.

Excerpt from the Book

Summary of Chapters

I. Introduction: This chapter outlines the background and problem statement regarding the use of new media in the classroom, defining key terms and the study's purpose.

II. Review of the Literature: This chapter explores the historical context and pedagogical benefits of using movies in second language teaching, including student motivation and the role of video as a cultural window.

III. Method: This chapter establishes a set of research-based criteria for selecting and using authentic video materials to develop effective communicative and task-based activities.

IV. Application: This chapter provides three concrete instructional units for an advanced German conversation class that incorporate authentic YouTube video segments.

V. Discussion: This chapter synthesizes the study's findings, highlighting the efficacy of combining new media with task-based approaches while noting current limitations and future research directions.

Keywords

Second Language Acquisition, Task-Based Language Teaching, Audiovisual Media, YouTube, Communicative Competence, Cultural Awareness, German Conversation, Authentic Filmic Texts, Student-Centered Learning, Language Pedagogy, Video Units, Educational Technology.

Frequently Asked Questions

What is the fundamental focus of this study?

The study investigates how teachers can effectively integrate modern audiovisual media, such as YouTube, into task-based instructional frameworks to improve communicative skills in advanced second language learners.

What are the primary themes addressed?

Key themes include the pedagogical utility of authentic video, the importance of student-centered communicative tasks, the role of culture in language learning, and the challenges teachers face when adopting new technologies.

What is the primary research goal?

The goal is to generate a specific set of criteria that instructors can use to select and implement authentic video segments in a way that maximizes student participation and communicative practice.

Which methodology is utilized?

The study uses a descriptive approach, reviewing existing pedagogical literature to define criteria and then applying these criteria to design three practical sample units for a German conversation classroom.

What does the main body of the work cover?

The main body examines historical research on media in language teaching, justifies the need for instructor-led guidance when using video, and details how to structure units through pre-viewing, viewing, and post-viewing phases.

Which keywords best characterize this work?

The work is characterized by terms such as Task-Based Language Teaching, Communicative Competence, Authentic Filmic Texts, and Educational Technology integration.

How does this study suggest maximizing the learning experience with video?

It emphasizes shifting the focus from "what" students watch to "how" they watch, advocating for active, guided participation rather than passive viewing.

How are the sample units structured in this research?

The units are structured using a consistent pedagogical model involving three phases: pre-viewing to prepare context, viewing for focused observation, and post-viewing for communicative analysis and task completion.