From phonological phenomena to vocabulary learning

Videos containing native speakers'  voices help learners to work on those lingüistics elements that still need to be polished in order to come closer to the mastery of the English language. 

Teachers and learners should be conscious of the dose or work and time that is needed to solve any kind of linguistic problem. From my experience, the activities for this section may be too long but worthwhile. Depending on the purpose of using videos, most of the time tons of repetitions may be necessary because our brains need to capture whether grammatical information or active variation at the level of the phones that speakers use.

Once I have studied the phenomenon that deserves to be worked, I would clarify the so-called "construct" in order to be the more specific in the treatment or activities that will surely generate that linguistic consciousness which will end up in an automatization process. From here, we may start applying those principles that are part of the language aquisition.

Note: After analyzing videos of songs, I have detected many variations that are not common in spontaneous speech, and these variations really complicate the understanding of speakers' speech if we compare this type of production with a more paused or educated form of oral production.

Reflection

Are English students ready to learn through movies and songs?

What kind of activities do you think you can promote when you use videos?

When are movies motivational for students?

Would you ask students to talk about an specific part of the movie?

Would you ask astudents to write a summary of the extract they previously watched?

As I have said in previous sections, every single aspect counts as general culture and it's important in the learning process.