Deutsch as a Foreign Language: Using Films in German as a Foreign Language Instruction with 'Jenseits der Stille' (German Edition)

The Acquisition and Maintenance of Learners' Interest and Attention: The Role of Visual-Auditory Media in German as a Foreign Language Instruction

Capturing and sustaining the interest and attention of learners is one of the core aspects of teaching. Similarly to any process of knowledge acquisition, foreign language learning begins with perceptions that are primarily aimed at sparking the listeners' interest. After all, "only what we fix with our eyes or focus on with our ears has a chance of being processed conceptually and consciously into knowledge. Attention is the starting point for remembering" (ASSMANN, cited in BALLSTAEDT 2004: 625).

To ensure that attention is maintained, authentic opportunities for speaking develop, and learners can retain information, it is crucial to present "unusual and/or personally relevant content" (SASS 2007: 6). Teachers have a wide range of options to integrate visual-auditory media into their German as a foreign language (GFL) classrooms, as short film sequences or entire movies of various genres can be shown with relatively little technical and financial effort nowadays.

Films and other audiovisual documents are now an integral part of our mediated society. They are consumed worldwide on a daily basis through television, cinema, the internet, or rented/purchased DVDs. While words may play a role, they are not necessarily the most important element, as films primarily exert their impact through the interplay of images and sound. In addition to numerous other learning objectives, the use of the medium of film in academic settings can be examined at an analytical level.

How this medium should and can be employed in foreign language instruction, which specific benefits it offers, and what potential challenges may arise are the central questions addressed in this paper. The analysis is based on a review of relevant literature as well as the author's own experiences and observations from teaching GFL courses.

The advantages of using films in GFL instruction are manifold. First and foremost, films can significantly increase learners' motivation and engagement by presenting authentic, culturally relevant content in an appealing audiovisual format. This, in turn, facilitates the development of listening comprehension skills, as learners are exposed to natural speech patterns, colloquialisms, and paralinguistic cues. Additionally, films can serve as a springboard for discussing cultural aspects, promoting intercultural competence, and analyzing linguistic features.

However, the integration of films in the classroom also poses certain challenges. Teachers need to carefully select age-appropriate, thematically relevant films that align with the learning objectives and proficiency level of their students. Furthermore, they must allocate sufficient time for pre-viewing activities, focused viewing, and post-viewing discussions and tasks to ensure that the film is effectively leveraged as a learning tool.

In conclusion, the strategic use of visual-auditory media, such as films, in GFL instruction can greatly enhance learners' interest, attention, and language acquisition. By carefully planning and implementing film-based activities, teachers can create engaging, meaningful, and culturally enriching learning experiences for their students. As the prevalence of audiovisual media continues to grow in our modern society, the integration of these resources into foreign language classrooms becomes increasingly crucial for preparing learners to navigate the linguistic and cultural complexities of our globalized world.

product information: