English as well as other foreign languages has come into its own as a profession in
Vietnam, and so far a great many efforts have been made to improve the quality of
teaching and learning. Using video in the language classroom is one of these efforts, and it
is proving to be advantageous.
The advantages of using video in the language classroom have been recognised by many
researchers in applied linguistics, some of which are listed as follows, while more details
will be discussed later in chapter 2.
Firstly, video motivates students; that is, it can maintain their attention longer and at the
same time lengthen their retention. Secondly, videoenhances the meaning of the messages
trying to be conveyed by the speakers through the use of paralinguistic cues; meanwhile,
students are able to see body rhythm and speech rhythm in the second language discourses
through the use of authentic language and speed of speech in various situations. Video
benefits students by providing for real language and cultural information. Thirdly, using
video in the classroom allows differentiation of teaching and learning according to
students’ abilities, learning styles and personalities. Finally, teaching foreign languages
with video may meet students’ needs in their daily life. That is, people want to access to
the world of English-language media: they want to be able to view the news, get
information from advertisements and from other TV programs, films included – in short, to
use these language products like normal consumers. This well is one of students’ major
goals in learning English and in all fairness they ought to be able to get a ‘glimpse’ of their
goals.