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115THE IMPORTANCE OF MEDIA IN THE LEARNING
PROCESS 1 ^ -j
Aminjonova Z.A. , Abduraimov A.U. , Akramova N.M.
1Aminjonova Zulaykho Anvarjohn qizi - Student; Abduraimov Abdulaziz Ulug 'bek o 'g'li - Student;
Akramova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion shows the significant role of media in the learning process of foreign languages. Applying media in the learning process is vital not only to few areas of learning, but also to every subject or unit of the process. Keywords: mass media, media products, authentic material, reallife situations, facilitate comprehension, linguistic material, video material, media literacy, integrate culture.
In recent years, there has been a growing awareness that linguistic competence alone does not ensure successful communication. Therefore, foreign language learning has come to be seen as much more than a question of language. In order to be able to use the language in real-life situations, it is argued, students also need to understand the link between language, context and culture and to work with and gain insight into some of the aspects of context and culture that come into play in situations of language use.
Mass media in the language classroom is a well-known way to create meaningful context for teaching a foreign language. As argued by Connell, "no generation has a bigger media history because no previous generation has had access to so many different kinds of media and such a range of media products". Before radio, television and Internet the students' only access to knowledge was the school. At present, the media precede people. When students come to school, they have already learned a great deal from TV, radio, internet and other sources, the things we
can't avoid or ignore as the mass media is a vital part of our life. Therefore if students are taught how to analyze mass media products we are helping the student to develop individual, practical, social, cultural and intellectual skills which they will need in the future. We have to consider TV, computer games, internet and other sources seriously and use them not only as teaching material but as an efficient way to motivate the students. As the current information age requires teachers to be familiar with media and media literacy, we should make them understand how these mass media work, that is, our students should be media literate. Harmer argues that media literacy has an influential role in educational programs, including second and foreign language learning. Media can be integrated into language lessons in a variety of ways by developing activities based on radio programs, television shows, newspapers, and videos [1, p.p. 89-95].
We may integrate television into English as a Second/Foreign Language (ESL/EFL) instruction by demonstrating how a variety of English lessons can be taught with The Simpsons, a famous American animated TV series with more than 400 episodes. Video materials provide a unique opportunity to present and teach authentic information - linguistic, cultural, and visual -about the target country. Though using authentic video materials present one way to integrate culture more aggressively into our language classes, we need to consider carefully what materials we use and how we use them. So here are some of the basic considerations for selecting useful video for language and culture instruction: desirable linguistic material should be current, accurate (what people really say), and useful. Another aspect to keep in mind when choosing video is having a high audio/visual correlation. The picture and sound/words should work together to enhance meaning. Here is a list of criteria for assessing audio/visual correlation:
• Is the video track essential to complete understanding?
• Does the video track facilitate comprehension of text?
• Can the visuals stand alone without text?
Also, try to include video material that contains multiple "layers," where repeated viewings can increase understanding of
paralinguistic elements (gestures, body language, etc.). Besides try to present a complete discrete segment (beginning, middle, end), which is compelling/entertaining, and can maintain the interest of a native speaker/viewer. You can choose a 30 or 60 second television commercial as an example of an authentic video segment. Using the criteria discussed, determine whether or not this segment is suitable for your English class [2, p.p. 45-67].
In approaching video material use the following strategies:
Previewing
Previewing makes the material (linguistic and non-linguistic) of the video segment more readily accessible to the learner by:
• Introducing new concepts (lexical, grammatical, functional, cultural, etc.) before the first viewing of the segment;
• Providing background information to help the learner develop native-like schemata or "prior text" to understand video material (basis for cultural literacy);
• Allowing the learner to apply native language strategies to new material;
• Preparing the learner to comprehend the material without giving away the "punch" of the segment.
Task Viewing
Task viewing guides the learner in peeling away the various layers of the video segment, to discover and master the linguistic, paralinguistic, and cultural material contained in it. Task viewing involves:
• Having students view and review the video material in order to solve the assigned task.
• Focusing the learner's attention on relevant elements in the segment.
• Organizing and structuring the viewing to make the material memorable and relevant, not testing his/her memory.
• Maintaining the integrity of the original segment.
Follow-Up
Follow-up activities help the learner understand the broader application of the material covered in the segment by:
• Adding to or building on the layers of information presented in the video.
• Extending the frame of usage of the material already learned.
• Providing additional material to complete or supplement the portrait created by the video material [3, p.p. 17-25].
In conclusion, teaching media is very important. Without application of teaching media in classroom, none of learning theory principles could be fulfilled.
References
1. Harmer J. The practice of English language teaching, 2007. Pp. 89-95
2. Thoman E. Media literacy: A guided tour of the best resources for teaching. The Clearing House, 2003. Pp. 45-67.
3. Mander J. Four Arguments for the Elimination of Television. New York: William Morrow, 2009. Pp. 17-25.
