A Brief History of Video Feedback and Its Role in Foreign Language Education

Autor/in	Tochon, Francois
Titel	A Brief History of Video Feedback and Its Role in Foreign Language Education
Quelle	In: CALICO Journal, 25 (2008) 3, S.420-435 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Feedback (Response); Second Language Learning; Videotape Recordings; Educational History; Second Language Instruction; Semiotics; Role; Learning Processes; Teaching Skills + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; History of education; Bildungsgeschichte; Fremdsprachenunterricht; Semiotik; Rollen; Learning process; Lernprozess; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The paper reviews 25 years of experiences with video feedback. Video allows for "situated research," referring to lived experience for the purpose of understanding and reflection. Video has thus freed research from an exclusively laboratory-based approach and broadened its scope to include self-viewing and other-viewing in reflective groups. Video feedback offers one means of contributing to the intersubjective meaning-making process. As such, it constitutes one of the loci of validation of knowledge in professional growth. Video feedback can be seen as an applied semiotic process through which foreign language learners and teachers make sense of their actions. The resulting attention has implications for how language learning and teaching are conceived and studied at various levels. (Contains 1 table.) (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10