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7MEDIA TEXT AS AN EFFECTIVE TOOL FOR TEACHING LANGUAGE
Abstract
The paper analyses the history of media linguistics study, focuses on foreign experience and mentions Russian view on the discipline. The study also presents an example of effective usage of media texts while teaching language; authors offer a scheme for media text analysis.
1. Introduction
The present-day linguistics is changing due to the modern global processes such as global integration, the development of information technologies, processes of migration and the appearance of bilingual generation with high level of information literacy and visual perception skills. Impact of such changes influences the methods of teaching language, both Russian and foreign. Media texts prevail in modern textbooks, however the system of tasks remain the same.
2. Research
The basic aim is to analyze the role and the meaning of media linguistics and its product - media text - in Russian education, taking into account either theoretical studies or practice. Language has changed as well as its functions and forms. Academic V.V. Vinogradov determined three functions of speech: informing, communicating and influencing, thus, media texts answer all the preceding functions. Modern approaches, subdivisions and disciplines have been studied and discovered; one of the most urgent ones is media linguistics.
According to D. Perrin "journalistic media constitute a socially important area of activity whose language use can differ from the use in other areas". (Perrin, 2013) The area of linguistics called "media linguistics" has a short history of studies. Allan Bell studies the phenomenon of media linguistics in his book "The language of News Media" (Bell, 1991) and later, both with Peter Garrett, continued his work in "Approaches to Media Discourse" (Bell, Garrett, 1998). The authors analyzed how production conditions of media texts influence language use and vice versa, as well they focused on social impact of the media.
In Russia the term media linguistics was presented by doctor of science, professor of Lomonosov Moscow State University Tatiana G. Dobrosklonskaya, who, taking into account foreign scientific works, denotes that "mediatext is an extensional, multilevel issue, in the core of which there is an organic mixture of verbal and media units" ("медиатекст -это объемное многоуровневое явление, в основе концепции которого лежит
Keywords
media text, critical thinking, skills, teaching methods
AUTHORS
Evgenia Antonova
PhD in Pedagogics, Professor, Department of Teaching Russian Language and Literature Moscow Region State University Moscow, Russia evanton 1@mail. ru
Tatiana Syrina
Post-graduate student, senior tutor Department of Foreign Languages Moscow Region State University Moscow, Russia tatianasyrina@gmail.com
органичное сочетание единиц вербального и медийного ряда") (Dobrosklonskaya, 2008). The outstanding Russian linguist J. Zasurskij points out that media text is a brand new linguistic issue.
Russian scholars (Saint-Petersburg State University) organized an Internet resource "Media linguistics of XXI century", where scientific papers, reports, materials of annual conferences are presented. Thus, media linguistics, being a new subdiscipline, presents a field of high scientific interest of foreign and Russian scholars.
The other problem under study is the integration of media texts into university syllabus. For the last decade Russian higher education system has been provided with important structural changes. The Bologna process brought a number of new requirements to the quality of higher education, opening international education space for our students. More and more students chose to continue their studies and do a master degree or postgraduate studies, this brings us to the idea that language - both native and foreign -for cognitive purposes, study skills, creative and analytical thinking is in demand.
Modern teaching methods put student in the centre of educational process, scholars try to find out student's preferences and needs, they are oriented on the successful development of basic learning skills. According to the standard terminology, the main aim of educational process is a number of key competencies: communication skills, information literacy, critical thinking and creative problem solving and etc.
Modern textbooks tend to use more texts from students' daily life therefore media texts are regarded as the best examples of mass communication products.
Obviously, most students get information via the Internet, that has changed the way they perceive information. Ordinary texts taken from textbooks do not interest them. According to the poll, we have organized, 28 students out of 30 chose media texts for analysis than traditional ones. The explanation is simple - media texts catch attention through graphics (eye stoppers, BIG FRONT), rhetoric's' techniques (metaphor, alliteration, ellipsis, cliché) and the way information is delivered (short sentences, format, images or even video).
A. Bell mentions, "Definitions of media texts have moved far away from the traditional view of text as words printed in ink on pieces of paper to take on a far broader definition to include speech, music and sound effects, image and so on... Media texts, then, reflect the technology that is available for producing them." [Bell: 1996] Thus, media text presents modern way of thinking, up to date world and linguistic picture and is closer to students. It is obvious, that media text may solve one of the most urgent pedagogical problems - motivation for language studies.
The necessity of media text usage while teaching language can not be disregarded.
How can media text be applied while teaching students Russian and English language? There is no typology or special algorithm for media text usage, but it seems that media text integration has positive effect on critical and creative thinking and analytical skills development. We made an attempt to incorporate media texts into the English language syllabus among bachelor degree students, paying special attention to teaching methods diversity that is presented in special typology of exercises.
The main aim, that students have while analyzing media texts, coincides with the system of universal study skills:
- skills of analysis, interpretation, imagination, perception of media text;
- development of critical thinking;
- scientific text structuring (compression, extention and etc);
- training to apply skills for a creation of new communicative product - scientific article.
Basic concepts of the following typology deal with generation and comprehension of meaning as major psycholinguistic factors of speech production and development.
Pre-text exercises:
Introduction and lead-in. Main aim: make an explicit link between the topic of media text and students. Ask students to predict some information from the text using images and headings. Ask them questions that will help to understand the core message of the text.
Vocabulary exercises: match the words with definitions, guess about meaning from context, brainstorming exercises, when all students' ideas should be written on the blackboard.
Text exercises:
Skim reading. Ask students to look through the text and check against predictions they made before:
- about syntactic differentiation;
- about meaning of unknown words using dictionary;
- about the main idea of the text.
Put parts of the text in the correct order. Give a headline to each part of the text.
Scanning. Ask students to find:
- specific information in the text;
- stylistic devices that develop the idea of the text;
- grammatical and stylistic characteristics of mediatext;
- extra linguistic devices (video, podcast, pictures and etc.).
Post- text exercises:
Listening and speaking are oriented on better media text interpretation and usually are organized in the forms of discussions, forums and role plays:
- discuss issues, make a conclusion on main topic;
- analyze pictures and other media devices, and then define their function in the text:
- compare viewpoints.
Writing task. Ask students to imagine they are reporters and make a report from the text or write a letter as a reader of the article, ask questions, write your own counter-evidence. After a series of communicative classes, you may ask students to write articles on the following topics:
- The influence of media texts on public;
- Style of newspaper headings;
- Peculiarities of interview;
- Advertising slogans as main branding strategy.
3. Conclusion
Media linguistics offers new approaches to language study. The product of media linguistics - media text - is a brand new object for research. To summarize, media texts should be integrated into the university syllabus, they may stimulate student's motivat ion and interest in both linguistics and science. Psychologists think, that media text is an effective teaching tool because it influences on all analyzers and can be understood better. Media text's integration into university syllabus makes it more produc tive. The scheme for media text analyses is common for learners of English and dealing with Russian media text it works effectively.
REFERENCES
1. Antonova E.S., Voiteleva T. M. (2013) Russian language and culture of speech. Moscow, Academia
2. Bell A. (1991) The language of News Media. Blackwell Publisher
3. Bell A., Garrett P. (1998) Approaches to Media Discourse. Wiley - Blackwell, 304 p.
4. Bolotnova N.S. (2002) Basic issues and categories of communicative stylistics of the text // Rechevoe obshchenie : Specializirovanij vestnik. - №4 (12). - Krasnoyarsk, pp. 49-58 (in Russian)
5. Dobrosklonskaya T.G. (2008) Media linguistics. Systematic approach to learning of mass media language. (Modern English media speech). Moscow, Flinta: Nauka Publ., 264 p. (in Russian)
6. Perrin D. (2013) The linguistics of Newswriting. John Benjamins Publ., pp. 29-32
FEATURES OF VEGETATIVE REGULATION AT STUDENTS OF EDUCATIONAL MILITARY CENTER AND ITS INTERRELATION WITH INDICATORS OF PHYSICAL AND FUNCTIONAL PREPAREDNESS
Abstract
The purpose of our research was studying physical and functional preparedness of military medical students taking into account their vegetative status. As a result of research it is established that functional and physical states at students of educational military center (EMC) of medical university have direct dependence on the vegetative status. Sympathetic reaction is more favorable for future military physicians as it causes sthenic emotions. It is revealed that the prevalence of a parasympathetic tone is characteristic for most of students of EMC. The presented materials will be useful for the development of activities directed on correction of functional state of organism of medical students of EMC.
Keywords
students, educational military center, military physicians, indicators of physical preparedness, indicators of functional preparedness, vegetative regulation, parasympathotonia, sympathicotonia
AUTHORS
Svetlana Belik M.D., Associate Professor Department of General Hygiene, Rostov State Medical University Rostov-on-Don, Russia superbelik@mail.ru Vladimir Ivantsov M.D., Professor Academician of the Russian academy of military sciences Educational Military Center Rostov State Medical University Rostov-on-Don, Russia
Zita Avetisyan M.D., Associate Professor Department of General Hygiene, Rostov State Medical University Rostov-on-Don, Russia avetisyan-rostgmu@yandex.ru Oleg Svintukhovsky M.D., Associate Professor Department of General Hygiene, Rostov State Medical University Rostov-on-Don, Russia hihiena@yandex.ru
Gevorg Tandilyan Second year student Educational Military Center Rostov State Medical University Rostov-on-Don, Russia tandilyan.gevorg@mail.ru
