Using Video To Teach for Sociolinguistic Competence in the Foreign Language Classroom

This study worked to develop the sociolinguistic competence of college learners of first-year Spanish using input enhancement techniques that required learners to actively view video. Research shows that native speakers are more sensitive to sociolinguistic errors than to grammatical errors made by nonnative speakers. Therefore, the study hypothesized that educating language learners about sociolinguistic differences would result in their having more positive relationships in future contacts with speakers of other languages. On nine occasions, the control group students independently viewed episodes of a Spanish videotaped soap opera that used authentic language and culture. Following each viewing, they took in-class quizzes on the plot of the story. The intervention group viewed the same video and took the same quizzes, but before each of the nine viewings, they were given a take-home quiz to fill out while watching the video. At the end of the semester, all students completed three feedback instruments to determine their sociolinguistic awareness. Results indicated that the intervention group outperformed the control group at statistically significant levels in several areas. Interactive video viewing positively influenced their affect and time on task and enhanced sociolinguistic competence. It also increased students' global comprehension. (Contains 49 references.) (SM)