EUROCALL 2014

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Implementing streaming video in academic language programs: the VIDEO.DE project

Since the evolution of the Internet and of modern computer technology, online audio-visual data increasingly find their way into second language education to enliven the teaching material and to provide examples of authentic language use (Shrosbee 2008). Research has shown that videos have a positive effect on learners’ listening comprehension skills (Weyers 1999, Secules et al. 1992, Herron et al. 1995) and even on learners’ language production (Weyers 1999). In addition, videos increase the motivation and involvement of the learner (Herron et al. 1995) by showing language use in concrete communicative situations. Despite this increasing interest in authentic language use and the vast growth of online accessible audio-video material, there is still need for a more systematic embedding of video as part of a blended learning program in language teaching practice.
The present project aims to address this need by introducing the VIDEO.DE application, an online platform which allows for a wide multiple employability of streaming video in academic language programs. The key feature of this application is the student-oriented tool for the annotation of videos that was designed to get students more actively involved with audio-visual material in a second language learning process. Accordingly, videos are coded by students according to a task-specific annotation scheme that is predefined by the language instructor and that can consist of parameters such as vocabulary, grammar and discursive features. In this way, the targeted elements or structures are practiced in their naturally occurring context. Moreover, the VIDEO.DE application has been designed in such a way to allow for the expandability to different academic language programs.
The assessment of the didactic potential of this method is done in a pilot study for German as a foreign language and involves the collaboration between different partner institutions and academic language programs of the Association KU Leuven in Belgium. First, the VIDEO.DE-annotation tool was implemented in the curriculum of the partner institutions for German language instruction. The students were presented with a questionnaire, which assessed their motivation and involvement, but also the overall design and user-friendliness of the tool. Second, a small-scale case study was conducted to measure the effect of the VIDEO.DE-method of video annotation on the implicit vocabulary learning in comparison to the text-based method.
The innovation of the VIDEO.DE-application lies in its strongly student-centered annotation environment and interface, which enables students to engage in a process of collaborative annotation across the partner institutions. Moreover, the open database structure of the application allows students and language instructors to gain direct access to annotated streaming video material, which can then serve as illustration material in the classroom.

Author(s):

Jelena Vranjes    
Linguistics
KU Leuven
Belgium

I have studied German and English literature and linguistics at the Universities of Leuven and Leipzig from 2008 until 2012. During my studies I became increasingly passionate about linguistics. In 2012, I obtained my MA degree in Linguistics at the KU Leuven. In the same year, I started working on the project VIDEO.DE, a two-year project funded by the Educational Development Fund (OOF) under the supervision of Geert Brône and Kurt Feyaerts.

Geert Brône    
Linguistics
KU Leuven
Belgium

I am an assistant professor in cognitive discourse analysis and German linguistics at the Department of Language & Communication (KU Leuven @ Antwerp) . After receiving an MA in Germanic languages in Leuven (2000), I took an additional program in linguistics and communication studies at the Paris Lodron University Salzburg (2000-2001). In 2007, I obtained a PhD in linguistics with a dissertation that developed a cognitive-linguistic and discourse-semantic approach to verbal humor. Between 2007 and 2012, I worked as a postdoctoral researcher, mainly focusing on the interface between cognitive grammar, (interactional) discourse and multimodality.

Kurt Feyaerts    
Linguistics
KU Leuven
Belgium

I am a full professor at the Department of Linguistics at the University of Leuven, where I teach bachelor courses on 'German grammar and proficiency', 'Structural features of spoken German' (topics: GAT-transcription, syntactic constructions, modal particles) and a master seminar on multimodal constructions in interaction (German). Since 2007, I also teach a course on 'Humor & Creativity in Language', in which students are acquainted with corpus research techniques in analyzing humorous spontaneous interactions.
After my MA degree in Germanic linguistics (1990), I studied at the Westfälische Wilhelmsuniversität in Münster (1991) and worked as a research and teaching assistant at the University of Antwerp. In 1997, I obtained my PhD at KU Leuven with a corpus study on the role of metonymy as a basic mechanism of conceptual creativity.
Since 2010, I am Chair of the Department of Linguistics at KU Leuven. Tracing down schadenfreude in spontaneous interaction. Evidence from corpus linguistics”. In W. Van Dijk & J.W. Ouwerkerk (eds.) ‘Schadenfreude’: Understanding Pleasure at the Misfortune of Others. Cambridge University Press.

Hans Paulussen    
Linguistics
KULAK
Belgium

Hans Paulussen is a translator and a computational linguist, with many years of experience in foreign language teaching (Dutch, English and French) and research in computational linguistics. He wrote a PhD thesis on the contrastive analysis of prepositions and particles in English, French and Dutch within the cognitive linguistic framework. Part of this project consisted in building the Namur Corpus: a trilingual parallel corpus of English, French and Dutch fiction and non-fiction.

At present, he is a senior researcher at the departement of French Linguistics at the University of Leuven (Campus Kortrijk), where he evaluates the implementation requirements for a corrective feedback of the CALL program IDIOMA-TIC.

 

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