Digital audio and video technologies extend the range of activities which are possible with audio and video recordings, in particular by linking them in with other media, such as text files and images. Much recent discussion of digital audio and video recording in language learning has focused on the potential afforded by the multimedia environment. Brett (1995) for example claims that the possibility of linking video files with text files such as a range of exercises, transcriptions and grammatical and vocabulary information, allows learners to interact more fully with the target-language video input, thus facilitating greater retention.

Moreover, learners can select the kinds of learning support for the viewing task that correspond to their particular learning style and learning needs: for example, some learners find viewing first without a transcription useful, while others may wish to do the opposite. The potential for offering a wide range of integrated resources to support a variety of individual approaches to listening and viewing comprehension is also stressed by Hoven (1997). Further, in a computer environment, immediate feedback, albeit of a limited kind, can be provided for comprehension tasks. Note that Brett and Hoven seem to be concerned more with listening and viewing in order to learn, rather than the development of comprehension strategies to cope with real-time listening.

Computers now offer sophisticated options for individualized and self-access learning. They enable very precise control over audio and video recordings, such that individual words and sentences may be replayed accurately. Further, digital recordings do not suffer from the degradation experienced with multiple copying of conventional audio- and videotape. In principle, a digital file can be copied infinitely.

A further advantage of digital audio and video files is that they can easily be distributed through a network. Creating a virtual self-access centre, where learners can access target-language materials when and where they choose, can be achieved easily using either an intranet or by setting up a site on the internet. Furthermore, there are increasing numbers of websites providing audio and video files in a variety of languages. Using cheap or free software such as Real Audio and Real Video, radio and television stations throughout the world are starting to provide web-based sampling of their broadcasts. One of the easiest ways to get a sense of web-based delivery of audio and video for languages is to consult the BBC site (http//www.bbc.co.uk/languages) where you will find audio and video recordings in a variety of languages and with different kinds of support including transcriptions, question sheets, etc.

Such rich Web-based resources will certainly reduce the tedious work of monitoring satellite TV recordings for useful extracts, transcribing them and cataloguing them, but the role for teachers in mediating audio and video resources for learners will still exist, even if more and more of that mediation can itself be presented in digital form.

For example, rather than viewing a video with a class, we may set up a web page with exercises and explanations for our particular learners, linking into to a particular video file available elsewhere on the Web. Learners will then work independently, remote from one another and the teacher, e-mailing in activities and queries. However, the same principles as discussed in this module for promoting comprehension strategies will apply.

The potential of digital delivery of audio and video recordings is that it can alleviate the pressure on attention generally required by non-reciprocal listening tasks. Digital technologies offer much greater potential for language-focused bottom-up skills development and much greater control for the user. But there will still be a role for the teacher to play, in encouraging learners in guesswork strategies, in helping them explore their understanding, as well as providing them with opportunities for the most real listening comprehension in face-to-face interaction.