CC BY
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iconic (graphic) means, namely: photographs, drawings, tables, formulas, symbols; 2) auditory (sound) means: musical and speech fragments; 3) multimedia means, which represent the integration of graphics, sound and dynamics [3].
Thus, the inclusion of all new elements in the system of paralinguistic means of written communication requires the creation of a clearer classification and expands the boundaries of existing attempts to systematize these means. Therefore, we can talk about the need to revise the previously created classifications in order to adapt them to the modern paradigms of communication.
References / Список литературы
1. Khalifa Elsadig Mohamed and Faddal Habib. "Impacts of Using Paralanguage on Teaching and Learning English Language to Convey Effective Meaning." Studies in English Language Teaching, 2017. P.p. 4-9.
2. Hargie Owen, Saunders Christine and Dickson David. "Social Skills in Interpersonal Communication", 3rd ed. Routledge, 1994. London. P.p. 32-37.
3. Ergasheva N.N., Mamatov Н.А. Paralinguistic features in written speech. // Проблемы педагогики,
2017. № 6 (29). p. 3031. [Electronic Resource]. URL: https://problemspedagogy.ru/images/? DF/2017/29/Problemy-pedagogiki-6-29.docx1.pdf/ (date of access: 27.11.2019).
APPLYING VIDEO MATERIAL IN TEACHING A FOREIGN
LANGUAGE
Ismoilova F.A. Email: [email protected]
Ismoilova Feruza Ahmatjonovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the use of video material in a foreign language teaching. The author of the article believes that the use of video material in English lessons is an important component of the education system and represents an unconventional approach and a way to organize learning through active methods of action, which are aimed at the implementation of an individual-centred approach. The use of video material also contributes to the development of motivation (the ability to understand English) and motivation of the learner (the material is interesting in itself), which contributes to better learning of a foreign language and the development of various aspects of mental activity (development of attention and memory, the use of various channels of information). Successful achievement of these goals is possible only with systematic video demonstration and methodically organized demonstration.
Keywords: use, video material, foreign language, development, motivation, activity, achievement, approach, non-traditional, memory.
ИСПОЛЬЗОВАНИЕ ВИДЕОМАТЕРИАЛОВ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ Исмоилова Ф.А.
Исмоилова Феруза Ахматжоновна - преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы использования видеоматериала в обучении иностранному языку. Автор статьи считает, что использование
видеоматериалов на уроках английского языка является важным компонентом системы образования и представляет собой нетрадиционный подход и способ организации обучения через активные способы действий, которые направлены на реализацию личностно-ориентированного подхода. Использование видеоматериалов также способствует развитию мотивации (возможности понимания английского языка) и мотивации самого обучающегося (материал интересен сам по себе), что способствует лучшему усвоению иностранного языка и развитию различных сторон психической деятельности (развитие внимания и памяти, использование различных каналов поступления информации). Успешное достижение данных целей возможно лишь при систематическом показе видеофильмов и при методически организованной демонстрации.
Ключевые слова: использование, видеоматериал, иностранный язык, развитие, мотивация, деятельность, достижение, подход, нетрадиционный, память.
УДК 372.881.1
An important element of the educational process in a foreign language lesson is the use of video films and various video materials, which changes the character of the traditional lesson, making it more exciting and unusual, develops communication skills, contributes to the expansion of outlook and increase the lexical reserve [1].
All four types of communication activities are involved in working with video materials: listening, speaking, reading and writing, which allows us to speak about the effectiveness of their use in the classroom.
The selection of films, as well as the process of developing a system of tasks for them, is very laborious, it takes a lot of time and requires a lot of effort on the part of the teacher, but once the material is collected, it can be used repeatedly. In foreign language lessons it is possible to use various video materials: cartoons, feature and documentary films, interviews, fragments of news and TV programs, commercials [1].
There are a number of conditions that must be observed when using video material to promote the efficient use of video material:
• The image and sound must be clear and of good quality;
• The video material used must be appropriate to the student's level of knowledge;
• The film should be shown in stages;
• The video film should be divided into semantic sections with a completed story, lasting no longer than 10-15 minutes.
• The language used in the video film should comply with the requirements and standards of the literary language;
• New words, phrases, idioms and phrases should be used in moderate amounts.
The purpose of the initial stage is to motivate the student, remove possible difficulties of perception of the text and prepare him/her for the performance of the tasks.
• At this stage, the title of the video film is given and it is suggested to guess its content, predict the possible course of events, and possibly discuss aphorism or statements of famous people, expressing the essence of the film.
• Previewing the vocabulary and sentences (phrases). Acquaintance with new words that may cause difficulties while watching the video, consideration of examples of their use in sentences taken from the film, analysis of grammatical structures, phraseological units [2].
• A summary of the video is given before it is viewed, and a teacher draws attention to questions concerning the content to be answered later, tasks related to the subsequent retelling of the content, tasks to determine the sequence and behaviour of characters, etc.
VIEWER
The aim of this stage is to ensure that the content of the video is understood and that the language competence of the student is developed in accordance with the student's actual abilities.
The following tasks can be performed during the viewing phase:
• Information retrieval. Exercises are carried out to search for information, to restore the text (while viewing to fill in the gaps in the text recorded on the sheet), lexical and grammatical exercises, tasks to point out the correct and incorrect statements, the choice of one correct version of several proposed.
• A small summary in the course of the film, which will be needed to perform tasks at the post-demonstration stage.
• Check the predictions made before watching the video.
• Working with a separate segment. Ability to pause or break the film into segments helps to determine the understanding of the details of the plot, gives the opportunity to predict the further course of events, ask various questions: "Who said?", "What did the heroes do?", "Where did the action take place?".
POST-DEMONSTRATION PHASE
The purpose of the stage: using the video material to contribute to the development of communicative competence of the student as much as possible. The following tasks can be performed:
• Verification of the completed tasks, as well as the understanding of the main content and language and speech media used in the film.
• Discussion. It is possible to describe the place of action, characterize the characters of the video film, organize discussions, and analyze what is happening on the screen.
• Role-playing game based on a story or a video situation.
In conclusion, the effectiveness of using video materials in a foreign language lesson is undisputed, but it is important to remember that the structure of the video lesson needs to be properly organized, the learning opportunities of the video film need to be aligned with the learning objectives [3].
References / Список литературы
1. Aminjonova Z.A., Abduraimov A.U., Akramova N.M. The importance of media in the learning process // Voprosy nauki i obrazovaniya, 2019. № 3 (47). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/the-importance-of-media-in-the-learning-process/ (date of access: 04.12.2019).
2. Akramova N.M., Nigmatullina A.Sh., Galiakberova A.R. Fostering the process of learner autonomy in foreign languages classrooms // Problemy Nauki, 2019. № 11-2 (144). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/fostering-the-process-of-learner-autonomy-in-foreign-languages-classrooms/
3. Khodjaeva G.D., Abdukodirov U.N., Kuchkarova M.Y. Innovative assessment of students' experience in higher educational institutions // Vestnik nauki i obrazovaniya, 2019. № 19-3 (73). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/innovative-assessment-of-students-experience-in-higher-educational-institutions/ (date of access: 04.12.2019).
4. Nishonova D.Zh, Muminova O.K., Ismoilova F.A. Metod proyektnykh rabot v obrazovatel'nom protsesse // Vestnik nauki i obrazovaniya, 2019. № 19-2 (73). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/metod-proektnyh-rabot-v-obrazovatelnom-protsesse/ (date of access: 04.12.2019).
