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16SOME PECULIARITIES OF USING VIDEO IN TEACHING ESL
Idiyeva L.I.
Idiyeva Lola Ismatovna - English Teacher, Assistant, BUKHARA REGION IN-SERVICE AND RETRAINING INSTITUTE OF PUBLIC EDUCATORS, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the author of the article discusses using materials at lessons, which promotes improvement of quality of knowledge as allows using the following types of communicative activity: audition, speaking, reading and writing. The article discusses main stages of using video materials during the lessons.
Keywords: video, communicative competence, motivation, a visual teaching.
The purpose of training in a foreign language is formulated often as training in communication at a foreign language. This ability is the cornerstone of the organization of production and the public sphere, the sphere of management and services industry. Therefore, mastering bases of foreign-language communication forms a peculiar base not only for formation of communicative culture and competence, but also for professional formation of the identity of the student.
To seize communicative competence in English, without being in the country of the learned language, business very difficult. Therefore an important task of the teacher is creation of the real and imagined communication situations at a lesson of a foreign language, using for this purpose various methods and working methods (role-playing games, discussions, creative projects, etc.).
Along with it is important to give to pupils an evident idea of life, traditions, language realities of the English-speaking countries. The solution of this important problem requires use of modern technologies.
Despite a certain progress (use of Internet, various programs etc.), one of difficulties of training in a foreign language is very limited if not to tell poor, a possibility of communication with native speakers and uses of skills of informal conversation out of university. Modern technologies allow us to expand a framework of a lesson and result in need of use of new forms of education. One of such forms is the video lesson.
Ready videos allow to solve very important problems of training, education. First, pupils when viewing videos most of which is released in Oxford have an opportunity to hear the original English speech from lips of native speakers. Secondly, videos give the chance learning to see own eyes what we speak at lessons about, we read in texts and dialogues (a place of interest of London, various museums of England etc.). Watching videos, pupils learn about traditions and culture of the studied countries more.
Use of video support at lessons promotes improvement of quality of knowledge as allows to use the following types of communicative activity: audition, speaking, reading and writing. Use of video is justified psychologically: through organs of vision and hearing of people obtains the main volume of information on the world around [1, p. 20].
Besides, use of video on occupations increases motivation of training and activity of trainees, creates certain conditions for independent work of students. It should be noted that application at a lesson of the video is not only use of one more source of information. Use of the video promotes development of various parties of mental activity of pupils, and first of all, attention and memory. During viewing in audience there is an atmosphere of joint cognitive activity. In these conditions even the inattentive student becomes attentive. To understand contents of the movie, pupils need to make certain efforts. So the involuntary attention passes into any and intensity of attention exerts impact on storing process. Use of various channels of receipt of information (acoustical, visual, motor perception) positively influences durability of imprinting of regional geographic and language material. However, when using a visual teaching method (demonstration of the video record) it is necessary to
meet a number of conditions: the applied video record has to correspond to the level of knowledge of pupils; presentation has to be used moderately and it is necessary show it gradually and only at the corresponding moment of a lesson; observation has to be organized so that all pupils could see well shown video record; in details to think over the explanations given during demonstration of the video record. Work with video texts is similar to work with book or newspaper texts. Allocate three main stages: pre-viewing, while viewing, post text stage ((post) of after-viewing).
At a pre-viewing stage, it is necessary to motivate pupils, to remove possible difficulties of perception of the text and to prepare pupils for successful performance of a task.
Purpose of the second stage: explanation by pupils of contents of the movie, activation of the speech of cogitative activity of pupils. At this stage, the following exercises can be used:
• freeze frame (movie stop, question: "About what was there a speech?");
• "silent viewing" (display of a part of the movie without sound);
• to restore the text (on the course of viewing to fill in admissions in the text which is written down on a leaf listing).
At the third stage speech creative activity of pupils will be organized. Pupils describe film frames (without sound) on a chain "Snowball", pupils ask questions about the maintenance of a shot (shots), pupils have to correct obviously false information, pupils describe those film frames where new information has been provided. As homework it can be offered to pupil to create mini projects, on the basis of information from the watched videos. It can be preparation of role-playing game which basis the plot or a situation of the video is.
Possibilities of use of video for beginners are a little limited owing to the small volume of their dictionary and knowledge of grammar.
Video can have strong emotional impact on pupils, to serve as an incentive and strengthening for creation of additional motivation in further educational and search and creative activity.
References
1. Barmenkova O.I. Video occupations in system of training of the foreign speech //
Foreign languages at school. № 3, 1999. P. 20.
ИСПОЛЬЗОВАНИЕ ФРАНЦУЗСКИХ ИМЕН И ФАМИЛИЙ ПРИ ФОРМИРОВАНИИ НАВЫКОВ ОБРАЗНОЙ РЕЧИ
Камалова С.Д.
Камалова Санобар Джаббаровна - преподаватель, кафедра иностранных языков, Бухарский инженерно-технологический институт, г. Бухара, Республика Узбекистан
Аннотация: в данной статье рассматриваются французские имена и фамилии при формировании навыков образной речи. Французские имена и фамилии довольно часто выступают в функции ядра сравнения. А также анализируются имена собственные в образных сравнениях.
Ключевые слова: имена собственные, обращение, образное сравнение.
Имена собственные всегда интересовали лингвистов и являлись объектом многочисленных исследований. Общие сведения о французских именах собственных -антропонимах содержатся в теоретических и практических работах по грамматике французского языка (КМ. Васильева и Л.П. Пицкова, А.К. Васильева, В.Г. Гак,
