Film and Video in Foreign Language Instruction. An Empirical-Quantitative Inquiry on the Didactic-Methodological Implementation of Film-Specific Activities in German Studies at Taiwanese Universities

Abstract

After discussing the "why?" & "how?" of using video & film materials in second language instruction, results of a survey (N = 222 undergraduates) conducted at seven Taiwanese universities are reported. The introductory part examines such issues as the rationale for didactic application of visual materials, films in particular, proposes material selection criteria, & identifies the advantages & work forms with video & film in the second language classroom. Some of the questions asked in the survey were: (1) how important is for you the use of print & video learning materials? (2) in learning which language do you use such materials? (3) which media do you find to dominate second language instruction at Taiwanese universities? (4) what kind of learning materials do you & your classmates prefer? (5) did you watch any German movie in second language class & if yes, was your experience positive or negative? (6) did visual materials help you with learning German as a second language? & (7) do you desire more or less visual/cinematographic materials in your language course? It is found that, although students continue to be attached to the traditional modality of print textbooks & other didactic aids, they expressed an explicit desire for more films & other video aids in the language course. A majority of respondents considered films to be very helpful in promoting their experience with authentic communication in the target language & appreciated the opportunity to learn about the target language culture through this medium. Z. Dubiel