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Learnersthis article is about ( closed captain television CCTV in Teaching). Huang and Eskey, (1999) proved that closed captain television CCTV is a highly motivating and useful tool for L2 acquisition.
For example, Family Album U.S.A. (FAU), an exciting and innovative television series designed for ESL classroom teaching, was used for this study. The way that this TV works, these series was developed by Maxwell Macmillan International Publishing Group, U.S.A. in 1992. The scripts were written by native Americans, and the actors and actresses were also native Americans. The series contains twenty-six episodes, each of which consists of three seven-minute acts. Moreover, each episode tells a complete story, and it centers around one important event, such as a holiday celebration, a job interview, a wedding, or the birth of a baby.
Teachers mostly used this following to evaluate the episode before they give it to the students:
1. Is the language appropriate for the situation portrayed in the episode?
2. Is the language (grammatical and lexical complexity) of the segment appropriate for the intermediate level of study?
Procedures the research was conducted during the subjects’ it was for the researcher to figure out if these episodes are helpful or not, they scheduled class hours in the Media lab for about an hour for each group. Each participant was given a test booklet and asked to provide a short list of background information; the booklet also contained instructions about the study and an answer sheet. Since the subjects were at the same (intermediate) level, the two groups of students watched the same episode of FAU on CCTV and then took the same listening test.
Subjects viewed theepisode twice, each time for almost fourteen minutes. The listening test uses the same format as the Listening Comprehension subtest of the (TOEFL), which consists of spoken statements and short conversations. Sixteen multiple-choice test items, with three possible answers, are derived from the video segment. Each question contains language that occurs somewhere in the episode. In addition to testing the general comprehension of the episode, the focus of the test is also on the new vocabulary, phrases, and idioms. In the listening comprehension test, rather than reading the questions, students listened to them. They were told to mark only those answers which they were sure of; those they were unsure of were left blank. these episodes were very helpful for the student
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