Computer-ondersteund talenonderwijs
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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This paper discusses the possibilities of multimedia in language teaching and describes some example lessons for training listening comprehension with video. The lessons were created with WinCalis. The most important thing that was said about the teaching of listening comprehension, was that the training of listening should resemble real-life listening situations (Ur, 1984). When we listen we usually have a purpose and expectations. We listen actively to what we hear, make active use of context and use our own knowledge to understand what we hear. We usually listen to short chunks of language and are able to see the person speaking and the situation around him. If a response is needed, it is given directly after listening and this response is also reacted to immediately.Video can be used for training listening, because video allows listeners to see the person speaking and his surroundings, and because it gives an enormous amount of visual support. Two programmes were used for the lessons: a show about animals and a programme with magic and tricks.The lessons are meant to illustrate the maximum level of the Core Curriculum. Therefore the criteria mentioned in the core objectives are very important. The texts have to be authentic and use simple language. The texts used for the lessons are taken from -programmes for children and conform to these criteria. Still, the texts are relatively difficult, so the tasks that go with them should be kept fairly simple. The questions ask for information that is mentioned explicitly in the fragments or students are asked to think of their own solutions.It is shown how the pedagogical principles for training listening comprehension are incorporated in the lessons. Students get prepared as to the subject of the lessons so they know what to expect. They are told what to listen for before they see each fragment, so they have a purpose in listening. Feedback is provided immediately after each question is answered. Everything has been tried to make the lessons fun and to make the students listen actively. Trying to solve the tricks is so amusing and interesting that you cannot help but watch and listen carefully. Hopefully, students will realize that they can easily understand and enjoy an English programme on television.


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  • Article Type: Research Article
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