Student-produced video documentary provides a real reason for using the target language1

Abstract

For many years now video has been extolled for its value as a language teaching aid. The use of published language video courses and of video clips from TV are both familiar. Indeed, so much has video entered into the culture of language teaching that not only does it feature in many teacher training texts but it also has books devoted exclusively to it (Cooper et al. 1991; Geddes and Sturtridge 1982; Lonergan 1984; McGovern 1983; Tomalin 1986; Stempleski 1990; etc.). It is also not uncommon in the literature to find encouragement for the idea of getting learners actively involved in the video-making process. Pearson finds that the experience provides a 'stimulus for speaking7 (1990, p. 71) and Marsh finds that it helps in 'building confidence and self-awareness when speaking a foreign language' (1989, p. 15). Improved confidence is also supported by Charge and Giblin 0988). Coleman attributes the more global benefits of 'fun, enjoyment and interest' (1992, p. 36) to student involvement in video production. © 1995 Association for Language Learning.