CC BY
31ПЕДАГОГИЧЕСКИЕ НАУКИ
SELECTING VIDEO MATERIALS FOR CLASSROOM USE
Sadikova G.
Sadikova Gulkhayo - Senior Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: selecting appropriate video materials helps both teachers and students in the class to work collaboratively with each other and get motivated from using authentic material. There are following several problems appeared in selecting video, episodes and clips for classroom use: age, level, interest, gender and ethnicity (salient socio-demographic characteristics), length, context, actions/visual cues, and number of characters (structure features of video), and cultural acceptance, cultural background (possible offensiveness of the video). Keywords: video materials, clips, episode, structure of the video.
Many innovations have been utilized in the sphere of education and especially in language teaching. In order to conduct successful classes, language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness,autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, cartoons are widely used in EFL classrooms. There is a great deal of necessity of using video materials in EFL classrooms and by using the appropriate video materials, the teachers can improve and ensure student- centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence.
Choosing videos for classroom use involves several issues. While organizing video lessons or video parts within foreign language classes, teachers should obviously consider videos that are suitable for their students. In terms of suitability of videos for students, we can include three main scientific approaches to select certain videos for language teaching classes [1, p.32]:
1. Learners' characteristics;
2. The video structure
3. The offensiveness of the video
According to the criteria of students' characteristics in selecting videos for classroom use, language teachers are required to focus on their age or grade level, interest, gender, and ethnic origin. Level and age are likely to be considered as the same factors in choosing video materials for FL lessons, but they are two different aspects in language learning. For example, one's students can be really young aged, but their level may occur higher level than they are expected or reversed case. That's why it can be said that age does not always indicate an exact level. Learners are more motivated to cope with the instruction when it is given the opportunity to study with the use of video materials that is chosen according to their interests. Simple questionnaire or small discussion among students can be organized to choose the topic of video for the upcoming video class. Having observed students' ideas teachers may easily have several options of topics for choosing video material for the following lesson. By this way, according to the majority of students' interest video activities can be organized and all students in the class can be involved during the lesson. There are variety of video materials to choose focusing on learners' gender. In most cases classes are mixed gender, so that teachers should have ability to choose appropriate videos, clips or episode for both girls and boys. Ethnic origin is also a factor that should be paid attention, because there are also several regional, ethnic variations and also differences in the level of
formality. The problem with this type of video materials is that it can influence students in their perception of issues in the target language culture.
When we talk about the structure of videos, length, context, actions/visual cues, and number of characters have their own importance in choosing suitable video materials for classroom use. In order to use video in language teaching effectively, teachers should take into consideration the following aspects [2, p.44.]:
a) they should evaluate and select the appropriate video materials regarding length, content and language goals.
b) Also, they should find out if it fits the outlined goals and objectives of the lesson, and hence preview it first, or even watch it several times before using it.
c) Besides, teachers should plan learning activities in advance and prepare worksheets of comprehension questions, lists with difficult and unusual vocabulary and grammar.
d) Obviously, teachers should also practice with the technology ahead of time. Moreover, another issue similar to the one of the choice between short and long videos is
whether students should watch a feature film entirely. If learners watch the whole film in one go, they may become bored because of the length of the film or they may get the wrong impression of the lesson as being pure leisure and entertainment. On the other hand, the film shown in segments can annoy and irritate pupils by constant stops because they may find it difficult to follow the plot. Due to the last criteria, specifically, offensiveness of the video to choose video materials for class, a pupil who is offended by a video will withdraw, turn off, and harbor anger, which are emotions hardly conducive to learning.
References
1. Ronald Alan Berk. Multimedia Teaching with Video Clips: TV, Movies, YouTube and mtvU in the College Classroom, 2009.
2. Massi Blazquez. "Importance of Video Aids' usage in Teaching and Learning process of English Language Classes", European Journal of Interdisciplinary Studies, 2012.
ФИЗИЧЕСКОЕ ВОСПИТАНИЕ ДЕВУШЕК 1 2 Данилова Н.В. , Калабашева А.П.
'Данилова Наталья Васильевна - старший преподаватель, кафедра физического воспитания; 2Калабашева Анастасия Петровна - студент, кафедра экономики организаций и предприятий, Казанский государственный энергетический университет, г. Казань
Аннотация: в данной статье рассматривается проблема физического развития девушек в стенах университета. Поднимается вопрос значимости и важности спорта в жизни студенток. Проведён опрос и эксперимент, где наиболее высокий рейтинг имеет фитнес направление. Предложены пути решения проблемы, введением модных фитнес программ в образовательный процесс. Приведены доказательства, что данный подход способствует улучшению физической подготовки девушек.
Ключевые слова: спорт, здоровье, фитнес, физическое воспитание, студенты.
Недавно я прочла очень интересную статью в выпуске №4(58) Апрель2107, Педагогические науки «Фитнес в системе физического воспитания студенток». Преподаватели очень четко отметили, что: «Сегодня наблюдается повсеместное
