machinima for language learning

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

or online

*Using machinima in class

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

or online

*Using any video in class

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*First, a few things about the machinima itself

What Why How

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*What

the use of real-time computer graphics engines to create a cinematic production.

http://en.wikipedia.org/wiki/Machinima

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Why• Content control

• Language control

• Motivation/engagement

• Comprehensible input

• Language acquisition

• Modality preference

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*How

Language input

Receptive skills

Productive skillsLesson Objectives

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*How

model prompt

end

Teacher created

Student created

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Teacher Generated Machinima

Considerations

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Length in Minutes

1 min 10 mins

More?

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*No of Characters

2 4-5+

More?

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Label - introduce

Not on the machinima or video necessarily

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Time & effort

2 4-5+

More?

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Focus/Aim

Language? Skills?

Mixture?

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Vocabulary

*Choice of Language

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Language Controls

Yes No

If showcasing language points or items of vocabulary

If using video for listening skills development

70% Make text comprehensible

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Grammar Explanations

… and rules

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Text – Speech Bubbles

Advantages Disadvantages

• Can help visual learners• Makes listening to accents

easier• Gives opportunity to

explore new vocabulary

• Unnatural – not the intended use of the medium

• Makes Ss text-dependent• Does not improve

listening skills• Reading & following

action sometimes difficult

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Rules & Explanations

Yes No

• If for self-access • If for revision

• If in class• Keep separate• Do outside video

Best put in separate worksheet

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*How Classroom

Techniques

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Techniques Toolkit

• Play with sound off• Freeze-frame and stop the action

at any point you want; ask for predictions

• Play with sound off and just watch the images

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Techniques Toolkit

• Speech bubbles to complete• Partial viewing (half screen) • Back –to – back viewing• Gapfills • Ordering

images/sentences/events• T/F – multiple choice ….etc…

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*How Lesson Shapes

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*receptively

PPP PWP

TBL

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

tap the students’ background knowledge stimulate interest in the topic pre-teach essential vocabulary give students a purpose for viewing encourage students to predict/anticipate

focus on the basic situation first focus on the plot focus on the characters focus on factual information focus on the language used

encourage the students to react to the video encourage the students to practise some of the language used

*Staging receptive workPre-viewing

activities

Viewing activities

Post-viewing activities

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Student generated machinima

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*productively

Project based PWP

TBL

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

*Creativity - imagination

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Language

Use

Creative potentia

l

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Lateral

thinkingFlexible thinking

High

productivityHigh originality

Variety of solutions Independen

ce of view

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Fluency Flexibility Elaboration Originality

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Elements of creative

behaviour

Relationship to Language Production

Fluency Ability to produce large numbers of ideas

Easy & ready flow of talk; production of sustained talk

Flexibility Ability to produce diverse ideas (not the same kind)

Ability to follow & respond to changes in conversation;

Elaboration Ability to add on to and embellish an already existing idea

Ability to avoid simplistic responses; ability to improve set phrases and embellish them; useful for writing

Originality Ability to produce uncommon, 'clever' ideas

Ability to produce novel utterances; avoidance of clichés

© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr

Thank you for listening!

Ευχαριστώ που με ακούσατε!

My email info@celt.edu.gr

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© Marisa Constantinides, CELT Athens, 2014 info@celt.edu.gr