Pixel International Conferences

It is generally taken for granted that authentic features in video documents are good indicators of quality and cultural carriers, provided that the pictures serve the didactical development by increasing comprehension as a whole. As suggested by several linguists (Al-Seghayer, K. 2001, Sherman, J. 2003), video better helps learners build a mental image, curiosity increases concentration, and video’s combination of modalities (dynamic image and sound) facilitate recall. In addition to this, foreign language words are learned better when directly associated with appropriate nonverbal referents (objects, events, emotions, context, etc.); this efficient association can only be found in real life or in authentic video.

Authenticity, however, often requires a higher level of language competence (B1), in spite of the fact that authentic speech and listening are essential for all levels. The lower the level, the more “rich” the context and images must be, to support understanding and learning.

Keeping these objectives in mind, a multi-disciplinary team of technicians (professional audio-visual staff, language teachers (linguists from three universities) and young actors (students and teaching staff of the Drama Department, KULeuven) worked together to record a series of video clips. Actors were given carte blanche to play the sketches based on scripts written by the FRANEL team. The constraints were clear: stick to the dialogues, make sure that words are well-articulated, but sound natural. The results were staggering and unexpected.

Short fragments from several scenarios will be shown. For each of them, the backstage work will be explained, taking into account the difficult choice that had to be made in terms of attractiveness (nice pictures, choice of settings, humour, parody), pedagogical relevance (articulation, emotional aspects, speech acts, functional approach) and didactical development perspectives (task-based exercises)