Detailed Information on Publication Record

HELÁN, Robert. Media Literacy in English Language Teaching at University Level: Necessity or Luxury? In CHALLENGES OF FOREIGN LANGUAGE TEACHING V, Fifth International Conference, Harmony and Diversity. 2013.

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Basic information
Original name	Media Literacy in English Language Teaching at University Level: Necessity or Luxury?
Authors	HELÁN, Robert.
Edition	CHALLENGES OF FOREIGN LANGUAGE TEACHING V, Fifth International Conference, Harmony and Diversity, 2013.

Other information
Original language	English
Type of outcome	Presentations at conferences
Field of Study	60200 6.2 Languages and Literature
Country of publisher	Czech Republic
Confidentiality degree	is not subject to a state or trade secret
Organization unit	Language Centre
Keywords in English	media literacy, media messages, English language teaching
Tags	International impact, Reviewed
Changed by	Changed by: Mgr. Robert Helán, Ph.D., učo 18899. Changed: 16/3/2014 17:40.

Abstract
The paper weighs the merits of incorporating media literacy concepts, strategies, and activities into English language teaching at the tertiary level of education. In today’s media-rich world, it is common practice for foreign language educators and students to draw on mass media as an invaluable source of authentic language use. However, problems arise when students in particular take the mediated information contained in the language at face value. This is where the awareness and knowledge of media literacy can play a crucial role in distinguishing mediated from real images of people, places, and cultures. In addition, employing aspects of media literacy approach in language teaching can lead to students’ enhanced argumentative, analytical and interpretative skills. It is proposed in this study that the sole mastery of lexico-grammar is insufficient and that helping our students become successful language learners means helping them become media literate. To be able to achieve this aim, an overview of the most important media literacy concepts and strategies will be discussed applicable to language teaching. Furthermore, their applicability will be demonstrated on specific examples.

Abstract

The paper weighs the merits of incorporating media literacy concepts, strategies, and activities into English language teaching at the tertiary level of education. In today’s media-rich world, it is common practice for foreign language educators and students to draw on mass media as an invaluable source of authentic language use. However, problems arise when students in particular take the mediated information contained in the language at face value. This is where the awareness and knowledge of media literacy can play a crucial role in distinguishing mediated from real images of people, places, and cultures. In addition, employing aspects of media literacy approach in language teaching can lead to students’ enhanced argumentative, analytical and interpretative skills. It is proposed in this study that the sole mastery of lexico-grammar is insufficient and that helping our students become successful language learners means helping them become media literate. To be able to achieve this aim, an overview of the most important media literacy concepts and strategies will be discussed applicable to language teaching. Furthermore, their applicability will be demonstrated on specific examples.