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ENGLISH LANGUAGE TEACHING METHODOLOGY BASED ON FEATURE FILMS
G.O. Kudaiberdieva, Lecturer
B.J. Amrakulova, Lecturer
A.J. Janyshbekova, Lecturer
Ulan kyzy Aizhamal, Graduate Student
Osh State University
(Kyrgyzstan, Osh)
DOI:10.24412/2500-1000-2024-3-3-198-201
Abstract. The article discusses the role of feature films in teaching a foreign language and developing motivation for learning it. The advantages of using cinema as a means of teaching a foreign language are outlined. Films are not only a source of linguistic and regional information, but also provide the opportunity to create tasks for studying vocabulary and grammar, developing listening comprehension skills and speaking a foreign language.
Keywords: foreign language, film, visibility, interest, motivation, linguistic and regional information.
Nowadays, English has become the universal language used to communicate. It becomes important not only for intellectual development but also for working in different fields. The main goal of teaching English is to develop students' communicative competence in a foreign language. This includes not only the ability and willingness to communicate in English, but also the ability to engage in intercultural dialogue.
The methodology of English language teaching should include all existing modern approaches and technologies, as it largely determines the effectiveness of language acquisition. In order to make the learning process more interesting, accessible and emotional, the increasing flow of research information encourages the search for new and more effective teaching methods. In this way, the information conveyed to the student is more easily perceived and better remembered. The best way to achieve learning objectives is to organize classes in a language environment. A partial solution to this problem is the use of authentic feature films in the classroom [1].
It has become an integral part of modern school and university education to use authentic feature films in the process of foreign language learning. The mastery of a foreign language is not only the ability to speak or write in a foreign language, but in a broader sense - the ability to engage in intercultural dialogue, which requires not only linguistic
training, but also cultural, national and other training. The key to success, both in the professional sphere and in the sphere of personal self-realization, is the readiness for intercultural communication.
Videos contribute to the development of students' creative thinking, since one of the types of thinking is visual-action thinking. Thinking is born from action. Very important for the development of thinking are tasks for the study of the image of representation, for the development of imagination [2]. On this basis, in our group work we tried to apply tasks aimed at developing creative thinking of young people. Youth is an important stage in the development of human mental abilities: creative thinking, the ability to generalize, and the ability to think are intensively developed. The ability to search for original, non-stereotypical solutions, to realize one's worldview, and to achieve life goals come to the fore in youth.
The great potential of the methodology of teaching English with the help of authentic feature films is shown by the analysis of the domestic and foreign methodological literature. The importance of using audiovisual means in teaching foreign languages is shown in the works of Russian scientists (A.A. Leontiev, I.A. Zimnyaya, etc.) and foreign teachers (D. Evans, B. Bliss, S. Cunningham, J. Rose, D. Cotton, J. Sherman, R. Cooper, etc.). These authors
note that the use of audio-visual means increases the efficiency of the perception of the information, introduces variety into the process of learning, activates the mental processes, controls the cognitive activity of the students and increases the motivation. The advantages of using authentic feature films in English teaching, the methodology of work with audio-visual means and their selection are shown by methodical works of such foreign authors as A. Baratta, F. Stoller, D. Stewart, M. Allan, Yuming Wang, Stephen Jones.
Within the framework of the competence approach, the use of authentic feature films in the classroom makes it possible to solve several didactic tasks simultaneously [3]:
1) lexical extension; development and improvement of listening comprehension (along with other types of language activities); modeling of "immersion" in the language environment under educational conditions (mastery of intonation and speed of live spoken language, getting acquainted with live spoken language, idioms, phrasal verbs, dialects and limited social vocabulary, characteristics of the speech behavior of native speakers), that is, films make it possible to visualize the process of natural communication of native speakers (language proficiency);
2) acquaintance with information about the country (linguistic-cultural competence);
3) acquaintance with cultural peculiarities of a particular country, aesthetic development, expanding horizons of transnational beauty, experience of interpersonal communication (sociocultural competence).
The effectiveness of the use of a movie is due to a number of cinematographic features, and these features are no less effective, and sometimes more effective, than a text.
A film combines a video sequence and audio accompaniment. "Videotext has the advantage of combining different aspects of the act of language interaction, unlike audio or printed texts, which can have a high informative, educational and developmental value. This is the case, for example, when the participants of a conversation are different from each other with regard to age, gender and psychological characteristics of their personality" [4]. Visual series help to convey the
factual information and linguistic features of speech in a given communication situation in a more accessible form and, consequently, to understand it better. For the emotional and logical understanding of the artistic film work, the sound accompaniment (speech of the characters, musical accompaniment and "moments of silence") is of great importance.
A. Shcherbakov states that "everyday pedagogical experience in using films shows that film, as a sufficiently intense external stimulus, causes productive conditioned reflex activity and, therefore, is a powerful and effective tool that helps to acquire knowledge and skills faster and better".
Every teacher knows that the chance of learning a language better increases with the level of interest in the classroom. Movies not only improve the atmosphere, but also help motivate students to learn.
The motivation, desire and attention of the learner determine the results of the learning process. Motivation is important not only for the student but also for the teacher. The teacher should design interesting tasks and choose techniques that will influence the student and promote the learning of a foreign language.
Thus, we can conclude that the film helps to develop motivation for speaking in a foreign language. It also contributes to the realization of an individual approach to foreign language teaching. Simultaneously, the motivation manifestation can be observed in two directions. On the one hand there is the fact that the students are fully involved in the work on the film and on the other hand the realization that they have an opportunity for language learning. This is also an important impulse to get to know oneself [5]. Creating an environment where students not only enjoy watching the movie but also experience the satisfaction and joy of understanding the foreign language is an important task for the teacher.
Almost any foreign-language feature film can be turned into convenient and effective educational material. However, good instructors know better than to waste class time on what students can do at home. Watching a movie is too passive an activity for the learning process, even in a foreign language.
While watching a movie, here are some tasks that can be used:
1. What is the movie about?
Tell students the name of the movie you will be working with before the screening. You may also want to tell them what year the movie was made, what country it was made in, who the director is, etc. Then have the students share their thoughts on what the movie is about. In a few words, have them answer: "about unhappy love," "about saving the world," "about strong friendship," etc. This task will be a preparation for their work of "tuning in" to the wave of the language they are learning.
2. Voice acting
The beginning of the film or any part of it can be used for this technique. You will want to choose an appropriate episode beforehand that is appropriate to the skill level of your students or the topic you are covering. Have students verbalize what is happening with the sound off. You can assign roles beforehand, have them watch the fragment once, and after a few minutes of preparation, have the group dub the film.
3. Prediction
You can do this activity repeatedly throughout the film. Stop the film at the "best bit" and ask students, "What happened next?
4. No image
This technique is the opposite of the "dubbing" technique. Choose a fragment of the film that is only audible, such as a rich dialogue. The students will become actors: they will invent and act out the action of the movie based on what they have heard. Make sure that they only communicate in the foreign language when discussing the task.
5. Back to the past
Ask the students how they imagine the past of the main characters that is not told in the movie: their childhood, their family, their studies, etc., after having watched all or part of the movie. You can do this as a take-home activity if you are using a full-length movie that will probably take several classes to complete. You may want to add your own conditions to the activity: for example, you may want to limit the students to using only the future tense (or the past tense).
6. Descriptions of the characters
Each student will be asked to choose a character and describe him or her in detail: appearance, personality, habits, daily routine.
.... This work will be more useful if it is done
as a homework assignment. A written assignment requires a more careful choice of vocabulary and more attention to grammar.
7. Emotions.
Are the characters telling the truth about their feelings or are they lying? What emotions are motivating them? How do they feel at any given moment in the film? All of these questions will help students to focus on the facial expressions, gestures, and intonations of the characters. In addition, you can review the words and expressions that describe emotions: surprise, fear, anger, etc.
8. Freeze Frame
Working with a single frame from a movie is called a freeze frame. It is easy to come up with questions for this activity if you use pictures in your lessons. You could put students in pairs and show the still image to only one of the two students. One person is asked to describe the image to the other, and the other is asked to assist with leading questions and drawing the image.
9. Based on.
After watching a movie, a group of students should act out one of the scenes or make up a continuation of the movie and do a performance. It is important to have roles for the students so that everyone has an opportunity for expression. Of course, it is possible to act out the scenes without having seen the movie, but in this case, the students will be limited to certain characters whose personalities they are familiar with. They should use their "favorite" words and expressions, gestures, and accents when imitating the characters in the movie.
10. Moral
Each movie is based on a different situation in life: a social conflict, a problem in a relationship, or simply an interesting event. Provide discussion questions for the students to choose the most vivid themes [6].
Thus, the goal of language teaching is to teach linguistic and intercultural communication, i.e. to build linguistic and sociocultural competence. Authentic fictional films in foreign language teaching can be seen as a sys-
temic means of building and improving this rich potential for monitoring and evaluating competence, and as a means that opens up a it.
References
1. Antonova, I.V. Watching authentic feature films as a way to improve communicative competence in the field of the English language / I.V. Antonova // Young scientist. - 2011. - T. 2. -№ 6. - P. 119-122.
2. Zimnyaya, I.A. Psychology of teaching foreign languages at school / I.A. Winter. - M.: Education, 1991. - 222 p.
3. Allan M. Teaching English with Video. London: Longman, 1985. - 118 p.
4. Smirnov, I.B. Development of students' oral speech based on an authentic feature film / I.B. Smirnov // Foreign languages at school. - 2006. - № 5. - P. 11-14.
5. Baratta A., Jones S. Using film to introduce and develop academic writing skills among UK undergraduate students // United Kingdom Journal of Educational Enquiry. - 2008. - Vol. 8, №2. - С. 15-37.
6. Gebhard J. Teaching English as a foreign or second language: a teacher self-development and methodology guide. Ann Arbor: University of Michigan Press, 1996. - 280 p.
МЕТОДИКА ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА НА ОСНОВЕ ХУДОЖЕСТВЕННЫХ ФИЛЬМОВ
Г.О. Кудайбердиева, преподаватель Б.Ж. Амракулова, преподаватель А.Ж. Жанышбекова, преподаватель Улан кызы Айжамал, магистрант Ошский государственный университет (Кыргызстан, г. Ош)
Аннотация. В статье рассматривается роль художественных фильмов в обучении иностранному языку и развитии мотивации к его изучению. Обозначены преимущества использования кино как средства обучения иностранному языку. Фильмы являются не только источником лингвистической и региональной информации, но и дают возможность создавать задания для изучения лексики и грамматики, развития навыков восприятия речи на слух и говорения на иностранном языке.
Ключевые слова: иностранный язык, фильм, наглядность, интерес, мотивация, линг-вокраеведческая информация.
