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THE USE OF MASS-MEDIA RESOURCES IN LANGUAGE TEACHING
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2024
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MINISTRY OF EDUCATION, SCIENCE, YOUTH AND SPORTS OF UKRAINE
IVAN FRANKO NATIONAL UNIVERSITY OF LVIV
ENGLISH DEPARTMENT
THE USE OF MASS-MEDIA RESOURCES IN LANGUAGE TEACHING
Course paper
presented by
…………………….
a fourth-year student
of the English department
Supervised by
…………………
an assistant professor
of the English department
Lviv 2014
Contents
Introduction…………………………………………………………..…………3-5
Chapter 1. Usage of Mass-Media sources in Language Teaching………………………………………………………………………. 6-12
1.1. The use of newspapers in the classroom………………………..……6-7
1.2. Magazines in language teaching………………………………..…….7-8
1.3. Teaching English with the help of radio…………………………..…8-9
1.4. Television and the classroom…………………………………….….9-10
1.5. Teaching English through films………………………………..…..10-12
1.6. Internet – the biggest source of language teaching…………..……….12
Chapter 2. Implementing Mass Media into class activities………………..13-21
2.1. Lexical drills…………………………………………………………..…13-16
2.2. Speaking drills………………………………………………………..…16-17
2.3. Writing tasks……………………………………………………….……17-18
2.4. Listening tasks…………………………………………………………...18-19
2.5. Reading tasks………………………………………………………….…19-21
Conclusions………………………………………………………………….. 22-23
List of references………………………………………………………..……24-26
Appendices …………………………………………………………………...27-31
Introduction
Mass media (that is, press, radio, television) play an important role in the life of society. People are united into one global community with the help of mass media. They inform, educate and entertain people. We can learn about what is happening in the world very fast using mass media. They also influence the way people look at the world and make them change their views. Mass media mould public opinion. Millions of people in their spare time watch TV and read newspapers.
The earliest kind of mass media was newspaper. It is a publication that presents and comments on the news in much detail in comparison to radio and TV newscasts. Newspapers play an important role in informing people of current events.
There are daily and weekly newspapers. Daily newspapers print world, national and local news. Many dailies are morning papers, others are afternoon papers. Sunday issues of the dailies are usually larger than the weekday ones. They may include special sections on such topics as entertainment, finance and travel, a guide to TV programmes, coloured comics. Weeklies report of weddings, births, deaths and news of local business and politics. Most weeklies do not print world or national news.
Magazine is one of the major mass media tool. It is a collection of articles and stories. Usually magazines also contain illustrations. Magazines do not focus on daily, rapidly changing events. They provide more profound analysis of events of proceeding week. Magazines are designed to be kept for a longer time so they have a cover and binding and are printed on better paper.
The most exciting and entertaining means of mass media is television. It brings moving pictures and sounds directly to people's homes. Commercial TV stations broadcast mostly entertainment programmes because they must attract larger numbers of viewers in order to sell advertising time at high prices. These programmes include light dramas called situation comedies; action-packed dramas about life of detectives, police officers, lawyers and doctors; shows featuring comedians, dancers and singers; movies; quiz shows; soap operas; cartoons. There are also sport programmes and brief summaries of local, national and international news. Advertising is an important part of TV. Commercials appear between and during most programmes.
Radio is widespread for its portability. It means that radio can easily be carried around. People like listening to the radio on the beach or picnic, while driving a car or just walking down the street. There is a lot of advertisement on mass media. Some of the TV and radio stations and newspapers are owned by different corporations. The owners can advertise whatever they choose. But it is hardly fair to say that mass media do not try to raise cultural level of the people or to develop their artistic taste. Mass media brings to millions of homes not only entertainment and news but also cultural and educational programmes.
Topicality of this course paper lies in the fact that Mass Media is not only the source of entertainment, but also the source of rich teaching material.
The object of this course paper is the process and methods of using Mass Media in language teaching.
The subject is a content and system of techniques and exercises for language teaching.
The aim of the course paper consists in elaborating of new ways of using the potential of mass media resources in language teaching.
The tasks put in this course paper are:
to distinguish different kinds of Mass Media;
to determine the importance of using Mass Media resources in language teaching;
to choose appropriate material for language teaching;
to exploit some new exercises for useful teaching.
The research paper has been divided into introduction, two chapters of the main body, conclusions, list of references, appendices.
Chapter 1 lays bare with the usage of Mass Media in language teaching.
Chapter 2 deals with practical activities based on Mass Media resources.
Conclusions present the key findings and main implication of the current research.
Chapter 1. Usage of Mass-Media in Language Teaching
The mass media are media technologies that are intended to reach a large audience by mass communication. The technologies through which this communication takes place varies. Broadcast media such as radio, film and television transmit their information electronically. Print media use a physical object such as a newspaper, magazine, book, pamphlet to distribute their information. The digital media comprises both Internet and mobile mass communication. Internet media provides many mass media services, such as email, websites, blogs, and internet based radio and television. Nowadays it became quite usual to teach English with the help of Mass Media and use them in the classroom.
1.1. The use of newspapers in the classroom
The newspapers are regarded one of the most reliable, easily available, less expensive and effective sources of sharing information and knowledge. The newspapers offer us a wide range of knowledge and in-depth analysis of incidents and events. There are different purposes and ways for using newspapers in language classroom. The English newspapers present learners a wide variety of writing written in authentic language. Different kinds of texts such as narratives, stories, letters, reports and advertisements can serve as examples of writing and be used to develop students’ writing abilities. They may be used for the culture they transmit. The more widely students read, the greater their understanding of this cultural meaning will be [11].
Newspapers may also be used for reflecting changes in the language as well, and in doing so, helping students and teachers keep up pace with such changes. Most newspapers are linguistically up-to-date and provide valuable linguistic data. They may be used for the wide variety of text types and language styles, not often found in textbooks. At the same time, newspapers provide a natural source of many of the varieties of written English that become very important to students, and valuable for language study as the students progress. So, they may be used as supplementary material and examples while analyzing different types of texts. The variety of subjects and topics makes newspapers interesting and motivating for the students to work with. Newspapers report real-life events, and this arouses students’ curiosity. Newspaper-based activities in the classroom may engage in enjoyable activities and encourage their further reading. Newspapers are an invaluable source of authentic materials. The more students read, the more they want to explore. [15, 3]
Newspapers can be used as teaching materials to develop students’ language skills. They can be used effectively with a wide range of levels from Elementary to Advanced, either interpreting them or using them as they are. Some newspapers are easy to read, easy to use. Exercises can be designed to develop reading comprehension, critical thinking skills and more.
The English newspapers can be used for learners of all levels. For beginning students, the large print headlines, recognizable symbols and numbers, and many color and black-and-white photographs can communicate information that students understand. At an intermediate level, the newspaper offers exposure to print, to graphic devices, and to punctuation. Advanced students can read English newspapers much as a native speaker would, skimming some articles, reading others completely, and ignoring those parts of the newspaper of small interest to them. The English newspapers report the current international events, new important technological breakthroughs, the changing world and society. It is clear that the newspapers follow the time closely and the contents are new and attractive. In this way, they can always keep students motivated and up-to-date [14, 143].
. Magazines in language teaching
Magazines are a rich source of authentic materials and can be very motivating and inspire a wide range of activities. You can bring whole magazines to class to stimulate interest in British culture, to introduce the topic of media and language or just to help students get to grips with handling a whole publication in English. If possible, it is good to use copies of teen magazines or language magazines.
There are different kinds of magazines, such as: political, scientific, fashion, cultural, entertaining and sport magazines. As with newspapers, magazines are resources for different subjects, cutting out pictures and passages associated with particular topics. Magazines are also sources in language development in providing pictures to stimulate verbal or written stories. For example, they may be used for introducing colors and clothes, means of transport, short stories, stimulating picture discussions and for other supplementary materials as well, which cover a topic that may be under discussion in a language class. As for the ways how to use magazines in the classroom we can refer to the ideas and clues given for the newspapers. Both newspapers and magazines have a lot of things in common [20].
Teaching English with the help of radio
Radio plays an important part in developing people’s imagination, in creating pictures in the mind through the power of words, it stimulates the imagination to fill in the visuals. Thus, when radio is used in the classroom it helps students to promote their imagination, to voice their creativity.
A lot of radio programs contribute to language learning. Besides getting new information and entertainment, in language classes radio helps the pronunciation, the intonation, the pitch of voice. Students gain a feeling of satisfaction from having understood something of an authentic broadcast, we can see the joy in their faces. They develop greater confidence in their ability to cope with English as it’s spoken outside the classroom.
In the classroom the students may be put into groups to discuss what is going on in the world and what they predict they are going to listen to. The teacher or one of the students may write all the predictions on the blackboard. The first step might be to listen to the headlines, several times, as they are short, but convey a lot. Then the teacher may ask the students to identify which of the stories they predicted are included in the headlines. Then ask the student various questions about, what has happened? Where did it happen? How many different stories have you heard for the same event? Then let the students listen to the news bulletin 2-3 times and then give them time to discuss about the above questions. In the meantime the teacher may explain any key vocabulary [15].
It is difficult, but if we can make copies of the news bulletin, it would be possible to organize follow-up activities. Students may transcribe certain stories, use dictionaries to check the meaning of unknown words, group words according to various fields. They may also compare the language of the news bulletin with the language of a newspaper of the same date and the same topic. So, we can organize listening and reading comprehension activities.
At last the students may report on what they have listened to. There might be many different activities using radio in the classroom.
Television and the classroom
Television and education in the classroom are often thought to be two things that do not mix all that well. Television has long been associated with sitting down and not technically doing anything - hence suggesting that people who watch television are not productive, and will not be productive whilst they are spending their time watching the screen. But what people who are too quick to make this assumption might fail to realize, is that the content of the television productions often have a say in whether the person watching television is being productive or not. We now have a large variety of content on the television - fictional dramas, soap operas, documentaries, news and lifestyle programs and then of course we now have educational programs that are aimed at people in school and people who are generally interested in a particular topic area. For instance, daytime children's television now airs a lot of education-based content that aims to provoke interest in learning at an early age. Children might be watching educational content without even realizing it, as many cartoon and children's shows these days involve an element of social education which teaches children how to be a good person and get along with people [22]. If television content is able to attract the attention of young toddlers and children alike, keep them interested, and teach them something in the mean time, then you wouldn't be blamed for thinking that television in the classroom would be a good thing. Of course, the television in the classroom would need to be relevant to the course the students are studying (here, this obviously relates to older students as opposed to young children). People enjoy watching television, and no matter how studious you are; many people will still prefer watching television to spending hours reading textbooks and studying. The power of television in the classroom could potentially be harnessed to allow people to relate to their studies easier, and have a more enjoyable time doing it. Along with other activities, both independent and in groups, teachers could benefit from keeping students interested through the means of educational and thought-provoking television in the classroom. Whilst this seems like convincing argument for introduction of television to a large amount of classes throughout the country, some people might worry that it actually distracts students from the physical work and mental studying they have to do in order to achieve their grades and do well at school or college. Television is often considered to be something you do when you want to relax, and to introduce an activity like this to a classroom that is meant to be thoroughly productive and educational might be considered to be a counter-productive move [15]. TV programs may be used as warming-up activities, pre-activities for the coming issue, as supplementary materials for a certain topic, for up-to-date information, to update the information in the textbooks. Overall, it goes to show that television in moderation and with the right content can go a long with in studying. The question of whether or not students should be able to watch educational and course-related content on the television during class times, however, still remains.
Teaching English through films
Watching films is very important as it increases their visual and critical awareness. Watching films in the classroom can be realized through recording them. Making the activity of film-watching an active rather than passive one, can be done in a variety ways as setting questions about the film, promoting discussions in small groups, asking the students to comment on various things. We may also stop the film from time to time and ask the students what has happened so far or guess what might happen next. Another way might be turning the sound down and asking the students to imagine or make up dialogues. Of great importance are the subtitles and dubbing which might be in English. They help a lot and make understanding the language easier, as listening to authentic language is more difficult than seeing the expressions written. In this case the students are offered both reading and listening. To use a film in the classroom one should pay attention to the accent, voice, body language, choosing of the words, training ear and the eye, lifestyle, plot idea, what’s going on, why and how, and many other things depending on the aim we have put to ourselves. The overall aim has to be maximizing comprehension and learning more English. But we all know that watching a full feature film needs more time than teaching hours. So, it is necessary to be able to fit films into a classroom schedule organizing different activities that help this aim. In order to save time we might tell the story of the film ourselves, illustrating it by showing three or four key scenes without telling the end. The students may also watch the film themselves at home and come the next day and present what they watched and what happened in the film [5, 68]. Another way of using the films to teach English is that of comparing the film with the book if the same story appears in both ways. This kind of activity can be done before or after watching the film, it can be used to adopt or compare characters, to compare differences and similarities. The book may be used to supplement and clarify the film, but at the same time the film may be used to illuminate the book. We may also give assignments to our students, write about your favourite film, your favourite characters, actors, what makes them your “favorites” [7, 162].
Internet – the biggest source of language teaching
Internet is not merely a source of authentic material in English but also a source of information about all sorts of topics we may want to discuss in the classroom and at the same time a source of professional knowledge for teachers in the form of bibliographies, articles, courses and conferences.
Internet helps students and teachers to compare and classify information, to induce and deduce ideas, to analyze errors, to abstract concepts, to analyze perspectives, to gather information, to work in teams. The Internet is an excellent tool for locating the latest news not yet published. Information on the Internet has three characteristics that distinguish it from traditional classroom materials such as books, supplementary readings, videos and films. The information on the Internet is extensive, dynamic and readily accessible. Acknowledging these characteristics will provide a better understanding of the potential as well as the challenges this new instructional tool offers to teachers. Unlike most traditional forms of classroom materials, information on the Internet exists in a medium that can be modified, revised or deleted with relative ease [15].
The Internet is nowadays considered to be the greatest innovation in Information Technology. The number of the users of the Internet increases everyday. The benefits and uses of the Internet for education are growing with every passing day. Internet can make education more attainable by more people. It can promote improved and new types of learning.
Chapter II. Implementing Mass Media into Class Activities
Recent trends in methodology stressed the need for exercises which aim at practicing vocabulary in the classroom.
Practicing vocabulary is a very important stage while teaching a foreign language, especially when using mass media resources, where a lot of new words may be present. The main purpose of this stage is to help students to develop some special skills or techniques for better memorizing of the lexis on a certain topic.
A good exercise:
focuses on useful words, preferably high frequency words that have already been met before;
has a useful learning goal;
gets learners to meet or use the word in ways that establish new mental connections for the word. It sets up useful learning conditions involving generative use;
involves the learners in actively searching for and evaluating the target words in the exercise;
does not bring related unknown or partly known words together, it avoids interference [12, 3].
There are several ways of language teaching, which are of great use, these are:
Lexical drills
Speaking drills
Writing tasks
Listening tasks
Reading tasks
2.1. Lexical drills.
To this type of drills belong different exercises that involve matching, fill-in exercises, crosswords or sorting exercises.
Matching exercises:
To match a word and a picture. This type of exercises is the simplest form of matching discovery activity. To make it more difficult the teacher may not give the list of words and make students find them from their own memories. Unlike translation and explanation, the visual association provides the fastest way to the students’ memory. Upon hearing or seeing a new word, students immediately associate it with a particular image, rather than translation or definition.
To match a word and definition. This activity is more difficult that the one before. It involves not only the knowledge of the translation of a word, but also its meaning. Teachers may allow their students to use monolingual dictionaries in order to do it. [Appendix 1]
To match the pieces of a word. This example of matching exercises induce the students to recollect all the given vocabulary and to choose the correct words. In our case they will concern Mass Media.
For example:
news re view pack
trai paper short line
nee inter ages edit
porter list eye screen
witness cover play orial
The teacher must be prepared to explain suggestions to the class and unknown words. The advantages of matching exercises are the following: compact form, possibility to measure a large amount in a short time, ease of construction.
Fill in exercises.
Gap filling is the best way of learning vocabulary through context. Instead of giving your students a list of words to learn, you can give them a list of words to fill into a text. While filling in a word, students not only remember the word, but also analyze its use in a sentence.
The gap filling is a challenging exercise for any level students. However, the experience of gap filling may be far more rewarding for your students than any other type of text reading assignment, both emotionally and cognitively.
You might want to assist your students a little bit by introducing new words to them before they do the gap filling exercise. This type of activity involves hard thinking not only of the meaning of a word but also of the meaning of the sentence as a whole. Such exercises give your students the possibility to understand the gist of any text, as well as grasp specific details of each particular text [Appendix 2].
Odd word out. This exercise involves students’ reflection over given vocabulary and finding one word that does not belong to a certain group or class of words [Appendix 3].
Sorting exercises. This activity helps students to organize their active vocabulary by putting a list of words into different groups according to their meaning.
List of words: books, blogs, multimedia CD-ROMs, cinema, email, game consoles, interactive kiosks, interactive television, magazines, mobile phones, newspapers, podcasts, radio, software, television, websites, wikis.
The students’ task will be to list the words under the headings according to their meaning.
New Media Old Media
Crosswords.
Crossword puzzles are an excellent way to review vocabulary, as students will immediately know their answers are incorrect if they do not fit the puzzle. In addition, if the students can't figure out the answer, they can simply count the squares in the puzzle, find words of equal length and then try to deduce the correct answer. This type of exercises helps the students to develop logical thinking and imagination.
2.2. Speaking drills.
To this type of drills belong different oral exercises that involve students’ imagination and creativity. Speaking is one aspect of the language that is considered hard to improve and teach. Most of the teachers of English do not teach speaking mostly because they are not good at speaking or they are 'ok' with teaching grammar, writing, and reading. There are three basic speaking drills: Mechanical Drills. These drills are performed mechanically and they depend on repetition. This is recommended in lower-leveled students and usually at the beginning of the lesson. There are three types of these drills: simple repetition drills (no creativity involved), substitution drill (substituting one or more items), transformation exercise (changing the structure) [25]. Meaningful Drills. The exercises which are done meaningfully to teach the structure and rules of the language are called meaningful drills. The difference is that students are supposed to do these exercises by thinking and producing. Question-answer, making the interpretation of something could be given as examples [Appendix 4]. Communicative Drills. These are generally meaningful drills but they are performed after the structure and/or the rules are learnt. Some activities are dialogues, role-play, improvisation, story telling, discussion, games [25] [Appendix 5]. As a teacher, you don’t have to do a lot of explanation. Simply refer your students to the dialogue creation instructions and allow them to prepare the dialogue on a given topic by themselves. Typically the dialogue is based on a situation which is itself based on a specific topic. Acting out a dialogue allows students to activate new vocabulary, while the teacher receives feedback on how well the students can use new words and phrases. Through their dialogues, a teacher will be able to control the use of new vocabulary and introduce necessary corrections.
1) The teacher may make the students role play the dialogue on the topic Mass Media. The dialogue is prepared by the teacher beforehand.
2) The teacher may ask students to make up their own dialogue using their active vocabulary concerning different kinds of Mass Media. The topic of a dialogue may be introduced by the teacher or invented by the students themselves.
3) The teacher may suggest to invent a story on inventing a particular kind of Media.
4) The teacher may introduce some interesting questions for discussion on the topic.
5) The teacher may bring some newspapers, magazines or pictures depicting different types of mass media.
6) The teacher may ask the students to cut out some photographs from the newspaper of recent news items which are familiar/ relevant interest to them, and ask to describe what is in the picture or speculate about what the news story could be.
2.3. Writing tasks
Writing is paramount, that is why learning to express one's thoughts in a clear manner, having command of language, and using exposition to express an idea or opinion is a crucial tool for students to learn. Everyone should have the right to be able to speak their mind, but they also should know how to do it in an effective manner.
Students may learn to improve their writing by finishing the story, responding to questions, writing in practical situations, arguing a position, and writing creatively. These activities help greatly in developing writing skills [Appendix6].
2.4. Listening tasks
Active listening is an integral part of any successful interaction. It aids in improving communication skills making it possible for people to understand each other better.
Effective communication plays a major role in helping us understand one another better. Any successful interaction depends a great deal on our ability to efficaciously convey our thoughts, ideas, and emotions. There are various activities that can help people become better listeners. These activities not only teach you to pay attention to what the other person is trying to say but understand it without being biased or distracted. The techniques include paying complete attention in order to distinguish between changes in voice intonations, looking for cues in facial expressions and body language to comprehend the other person's point of view sans prejudices [23]. Listening skill is an important and required skill for every person who wants to learn English. To improve student’s listening skills, they should practice listening everyday. Listening exercises help them to improve their English listening skills. To do listening tests, teacher must have a speaker or headphone to make students listen to the questions, texts, dialogues and so on. They can listen several times until they understand the conversations, talks, reports, and lectures. There are some activities which help to improve listening skills, these are: photographs, question-response, conversations, talks. Photographs – for each question in this part students hear some statements about a given picture. When they hear the statements, they must select the one statement that best describes what they see in the picture [24, 9]. Question-response – the teacher gives a possibility to hear a question or statement and responses spoken in English. The student should select the best response to the question or statement and mark the right answer. Conversations – the teacher may provide students with listening to the conversation between two or more people. The students may be asked to answer some questions or to choose the right option from the given ones about what is mentioned in a conversation [Appendix 7]. Talks – some talks may be given by a single speaker. The task could be to answer the questions about what the speaker says in each talk [24, 10] [Appendix 8].
2.5. Reading tasks
Reading tasks – consist mostly of a variety of texts and different types of reading comprehension questions. Incomplete Sentences – such an example of exercise consist in the fact that a word or phrase is missing in each of the following sentences. Answer choices are to be given below each sentence. The students must select the best answer to complete the sentence. Text Completion – the teacher gives the students to read the texts, but a word or phrase is missing in some of the sentences. The task is to fill in the missing words. The words may be given by a teacher, or students have to guess themselves [24, 13].
For example:
Read the extract from the brief for the World Championships fashion photo shoot in Rio. Fill in the missing gaps, using the words below.
sections, high-cost, showcase, stories, to draw on, magazine, breed, dynamic
GLORIOUS
Photo shoot: World Champions
Context
Glorious is a glossy women’s magazine. Its market is women in their mid-20s to mid-40s. It has a young, dynamic feel. It includes sections on beauty, health and fitness, romance, work, fashion, travel and culture, as well as true-life stories.
Brief
This is a high-cost shoot and will be the principal fashion spread and focus for the World Championships theme in the July issue. The spread will be ten pages.
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