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6Видеоконтент как средство обучения иностранному языку у студентов юридических специальностей
Эмирильясова Сусанна Сеитбиляловна,
кандидат педагогических наук, доцент кафедры иностранных языков Крымский филиал Российского государственного университета правосудия E-mail: [email protected]
Представленная статья посвящена вопросам изучения иностранного языка посредством видеоконтента. Данная методика позволяет студентам юридических вузов знакомиться с языком и культурой страны изучаемого языка. Автор дает обобщенную характеристику данной форме учебной деятельности, которая помогает акцентировать внимание на лексические и грамматические особенности обучающих видео ресурсов. Анализируется активное внедрение приемов и практик использования аутентичных видео материалов в процесс изучения иностранного языка, что способствует более содержательному пониманию сюжета, активизирует внимание и память и расширяет кругозор студентов.
Ключевые слова: видеоматериалы, студенты, образовательный процесс, иностранный язык, компетенция, лексический и грамматический материал.
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The use of video materials in the learning of a foreign language has been shown to enhance the efficacy of pedagogical practices by serving as an optimal manifestation of situational awareness, aiding in both the reinforcement of language skills and the cultivation of speaking proficiency. "Videos play a vital role as powerful educational resources for language learning and cultural understanding" [1].
Furthermore, the utilization of video materials has been demonstrated to effectively cultivate the intercultural competence of students. The efficacy of video-based educational resources for imparting foreign language skills is contingent upon the degree to which the organizational structure of the video lessons is effectively designed. When selecting appropriate video materials, the educator endeavors to comprehend the specific purpose that they will serve in a given instructional process. In preparation for a language lesson, a teacher must select appropriate video content that incorporates both cultural and linguistic information, while also accurately representing various spheres of communication and corresponding situational contexts. Numerous instances exist wherein the usage of educational videos can greatly aid in the classroom, particularly in the areas of bettering listening skills through natural contexts, increasing vocabulary and the ability to make up dialogues.
An abundance of educational videos possess significant potential in addressing pedagogical challenges faced by teachers. Such videos provide informative content that covers an authentic communication environment and facilitates the comprehension of native speakers' language. Undoubtedly, the majority of law students get involved into the foreign language learning via video materials due as these numerous episodes grasp student's attention at once.
"Teachers find that video is very beneficial in teaching and learning process, especially in delivering the learning material, building students' background knowledge, bringing real-life language context, providing visual and audio input, and serving varieties of language expressions" [2]. In order for a proficient and perfectly trained foreign language instructor to effectively select video materials, adherence to particular criteria is quite essential. Specifically, the language used within the materials must follow modern linguistic norms and standards, avoiding the utilization of slang expressions and exclamations that are excessively complex or difficult to comprehend. Moreover, the excessive implementation of new vocabulary should be avoided, and the video episodes should be structured in a manner that allows law students to easily grasp the plot by dividing it into semantic parts. Additional-
ly, educational, imaginative, and entertaining films and programs must be integrated into the video materials in order to enhance the learning experience.
Watching foreign language videos in a classroom is based on one of the most basic practical criteria which is known as the criteria of visibility since videos not only introduce law students with the speech of native speakers, but also these episodes get them familiar with the mentality of the people of other countries. It is widely acknowledged that videos have a positive impact on the development of students' intercultural competence.
When it comes to working with video clips it is compulsory to distinguish some crucial stages: preparation, presentation and general or detailed overview of video materials. Preparation includes analysis of grammar points and translation of new vocabulary into the native language as well as explanation cultural particularities. Besides, law students can also be asked some preliminary questions on the content of the educational video films and given the answer options to the questions. It will undoubtedly be quite helpful to get students acquainted with the brief or detailed plan of the content of the clip. In addition, handouts are of great significance as the implementation of visual support will help and stimulate students at the preparatory stage and increases the effectiveness of the lesson.
During the second stage, video clip presentation, students are to participate while watching the video materials. For instance, they can pay attention to some idioms, cultural differences, etc. The final stage is to examine the effectiveness of the prepared tasks by the teacher. Moreover, law students are to be asked to retell as well as paraphrase the content of the video clip trying to use new thematic vocabulary and grammar patterns. One of the major advantages of using video materials in the classroom is that foreign language learners do not just listen to a foreign language, but also pay attention to the actors' performance and the way they speak their mother-tongue. All these criteria are sure to be helpful when it comes to understanding the video content much more deeply and clearly. When the video materials are engaged into the educational process the foreign language lessons turn into a real entertaining activity and the atmosphere becomes emotional, less tense, which allows law students to get to know much more about the peculiarities of native speakers' lifestyle and mentality.
New vocabulary and grammar structures are easily and effortlessly used by students if the material is learned through video clips. Some foreign language teachers quite often organize video clubs which allow teaching a language to people of different age groups, bring in an intercultural component into teaching a foreign language, and contribute to the development and improvement of speaking and listening skills. One of the best ways to attract many more law students to learn a foreign language is to use videos with both foreign language and mother-tongue subtitles. Implementation of video materials created by native speakers make the whole language learning process much more active, energetic, attention-grabbing, problemat-
ic, moving, etc. Numerous technical options like multiple performance, the use of "stop", "pause" modes make video materials one of the most preferred and desired ways to learn a language since they increase the motivation of learning.
The use of video gives an opportunity to develop one of the most important language skills is mastering the language of a target language culture and later students enable to express their own point of view about the plot of an episode. The video implementation assists to facilitate both attention and memory skills. Consequently, psychological peculiarities of educational videos on language learners are of great importance as they form the basis for eagerness to learn a foreign language. Thus, a wide variety of video implementation in a foreign language classroom comprises the following advantages - the video materials accessibility, technical support, psychological reason, and last but not the least, development of speaking skills. The above mentioned criteria are of great use in case videos are systematically used and a language instructor does the best of his/her abilities to organize a proper plan including a system of extensive exercises.
When preparing numerous tasks.
As it has been mentioned above, the video lesson incorporates a tripartite structure consisting of the pre-viewing stage, the video film presentation stage, and the post-demonstration stage. Each distinct stage is characterized by specific tasks and typologies of exercises, whereby certain exercises may be repeated across multiple stages. The primary objective of the initial stage is to equip students with the necessary tools needed to engage with visual media by stimulating their curiosity and piquing their interest. This also involves acquainting the learners with the central themes and contextual framework of the film as well as mobilizing their previous knowledge on the subject matter. The act of pre-watching enables individuals to cultivate and enhance their ability to effectively comprehend and interpret foreign verbal communication.
The subsequent step entails viewing the film. It is widely acknowledged that individuals tend to perceive identical information in a variety of distinct ways. The process of perception is complex and susceptible to numerous influencing factors, such as an individual's personal characteristics, acquired knowledge, and prior experiences. The primary objective of the first viewing during class instruction is typically to facilitate the comprehension of the episode and cultivate the ability to analyze video content. The initial viewing suggests that the responsibilities undertaken by students during this stage should not substantially impede their capacity for understanding.
When completely absorbed in watching favorite TV shows or movies, law students are less likely to get tired due to the deep emotional involvement in the plot. Additionally, a strong curiosity towards the film would increase both the fascination and enlightenment gained from a thorough analysis of its use of grammar, unique vocabulary, and conversations. If the educational establishment "has a film library, self-access
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viewing facilities and an active viewing population, students can create material for 'film files' on individual movies which can be used by other students" [3].
Educational TV shows and movies offer a wide array of dynamic grammatical patterns and vocabulary. This kind of classroom activity not only facilitates improvement in language proficiency, but also enables foreign language learners to communicate fluently like a native speaker. By participating in grammatical exercises students can effectively focus on and prioritize terms and language patterns that are personally relevant to them. If you come across a term or phrase you don't understand while watching a video, you can stop the video and find out what it means and how to use it correctly. For example, if someone comes across an unknown word, they may try to understand its meaning by looking at the context in which it appears, confirm its spelling by checking subtitles, and then compare their understanding of the word with the explanation given by reliable sources. Moreover, it has been proven that watching videos and movies can improve and polish an individual's ability to understand a foreign language through listening. While watching movies language learners try to comprehend the spoken language, which allows them to understand the phonetic characteristics of the language by focusing on the natural speech patterns, such as tone, breaks, and emphasis, demonstrated by skilled speakers. It is advisable to imitate sounds as it can bring its own benefits. From now on, people tend to imitate not just the beat and pitch of speech, but also the patterns and moments of silence.
The utilization of video-based resources has been observed to effectively stimulate and foster student in-quisitiveness and passion for learning a foreign language, while simultaneously prompting a desire to emulate the native speaker's pronunciation. Consequently, the ability of law students to articulate words accurately is significantly enhanced. It is vital to admit that students try to use colloquialisms and expressions observed in video clips into their speech patterns thereafter.
Литература
1. Nguyen, Minh Trang. Using YouTube Videos to Enhance Learner Autonomy in Writing: A Qualitative Research Design, Vol. 12 No. 1 (2022). - URL: https://tpls.academypublication.com/index.php/ tpls/article/view/2082
2. Nova, M. (2017). Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles. Indonesian Journal of EFL and Linguistics, 2(1), 15-28. - URL: https://doi. org/10.21462/ijefll.v2i1.28
3. Sherman, Jane. (2003). Using Authentic Video in the Language Classroom. -URL: https://www.re-searchgate.net/publication/290243699_The_use_ of_video_in_foreign_language_teaching
TEACHING FOREIGN LANGUAGE TO LAW STUDENTS VIA VIDEO CONTENT
Emirilyasova S.S.
Crimean branch of Russian State University of Justice
The given article is devoted to the issues of learning a foreign language through video content. This technique allows students of law schools to get acquainted with the language and culture of the country of the target language. The author gives a generalized description of this form of educational activity, which helps to focus on the lexical and grammatical features of educational video resources. The active introduction of techniques and practices of using authentic video materials in the process of learning a foreign language is analyzed, which contributes to a more meaningful understanding of the plot, activates attention and memory, and broadens the horizons of students.
Keywords: video materials, students, educational process, foreign language, competence, lexical and grammatical material.
References
1. Nguyen, Minh Trang. Using YouTube Videos to Enhance Learner Autonomy in Writing: A Qualitative Research Design, Vol. 12 No. 1 (2022). - URL: https://tpls.academypublication.com/in-dex.php/tpls/article/view/2082
2. Nova, M. (2017). Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles. Indonesian Journal of EFL and Linguistics, 2(1), 15-28. - URL: https://doi.org/10.21462/ijefll.v2i1.28
3. Sherman, Jane. (2003). Using Authentic Video in the Language Classroom. -URL: https://www.researchgate.net/publi-cation/290243699_The_use_of_video_in_foreign_language_ teaching
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