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77USAGE OF AUTHENTIC VIDEO MATERIALS WHILE FORMING SPEAKING SKILLS IN FOREIGN LANGUAGE CLASSES
Umirxon Odilovna Azimova
Senior teacher, Uzbekistan State University of Physical Education and Sport
ABSTRACT
The article is devoted to the some problems of teaching speaking skills in foreign language lessons. It describes the use of authentic video materials in classrooms. The rapidly raise of technology has brought many innovations in education and especially in language teaching. In order to offer and create 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, power point presentations are widely used in English as a Foreign Language classrooms. This paper first attempts to explore the goals of using video material in English as a Foreign Language classrooms and the advantages of using video materials in English as a Foreign Language teaching, on the basis of which proposes a framework of teaching principles, strategies and specific tips which facilitate English as a Foreign Language teaching.
Keywords: speaking skills, authentic films, psychological impact, foreign language, video material.
INTRODUCTION
One of the main tasks of teaching foreign language speech in a non-linguistic university is the development of speaking skills and abilities. But mastering this type of activity is associated with great difficulties, in particular, with a limited opportunity to communicate with native speakers and use the skills of speaking outside the university1 .
Modern technologies allow us to expand the scope of the lesson and lead to the need to use new forms of education. One of these forms is a video lesson in which you can use authentic cartoons, fiction, documentaries and popular science films. They are considered the most effective and promising means of teaching a foreign
1 Dubinina T.G. Using video in foreign language lessons as a means of developing students' communicative competence. [Electronic resource]. Access mode:
http://www.ref.by/refs/29/29117/1.html/ (date of access: 02.10.2018).
language, due to the high information content of the visual and auditory row, as well as the dynamism of the image. The use of video support in the classroom helps to improve the quality of knowledge, as it allows you to use the following types of communication activities: listening, speaking, reading and writing (when performing exercises) [2, p. 31].
LITERATURE REVIEW AND METHODOLOGY
Video materials nowadays are not only part of everyday life activities, but they are shown as an effective method in teaching English language as a foreign language for all learners both inside and outside classroom. Ever-changing technological advancements present new opportunities for instructors to incorporate online materials, videos into traditional classroom situations, allowing both learning and teaching to become more interesting and meaningful.
A great advantage of the video materials is that they provide original and authentic input as they are produced originally for native speakers such as films, different TV programs, songs. Videos can be used in variety of instructional and teaching settings- in classroom, as a way of presenting content, initiating discussion, for providing illustration for a certain topic and content, self-study and evaluation situations. When teachers bring video materials into their English classrooms, students can directly acquire a great amount of cultural background information and emotional attitudes about the learning materials.
Therefore, they could employ their autonomy in language learning. While viewing the video materials, students can put themselves in the vivid atmosphere created by the video materials and understand the pragmatics of the language used by the characters. Compared with traditional English teaching, such courses truly put into practice the student-centered teaching strategies2.
DISCUSSION
Video materials and films greatly contribute to understanding of another culture and mentality. Video materials show the students how people behave in the culture whose language they are learning by bringing into the classroom various communicative situations. Watching videos in class should not just be a passive activity. The tasks in which the teacher should involve the students should include the
2 Lumturie Bajrami, Merita Ismaili "The role of video materials in EFL" 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
four skills: reading, writing, speaking and listening. Li and Hart (1996) advance the Internet, with its multimedia capabilities and interactive functions, as an attractive medium to conduct instruction, while Meloni (1998) cites increased student motivation, authentic language, and global awareness as reasons for its use in language learning.
According to Paulsen (2001), the effective use of online materials may provide positive spin-offs for learners much the same as if they were immersed in the language and culture while studying abroad. Two important reasons cited for such positive performance are authenticity and motivation. She proposes that, "It is no longer a question of whether to take advantage of these electronic technologies in foreign language instruction, but of how to harness them and guide our students in their use (p 10-14)" Chuo and Kung (2002) report positive results using a variety of EFL/ESL websites with supplementary material with college students. Furthermore, Beatty (2003) presents a clear overview of the increasingly important role of computers in language learning and points out how computer-assisted language learning (CALL) is continually evolving with the advent of new technologies. Taking advantage of the latest technologies, Campbell (2004 & 2007) describes how web logs and Flickr (photo sharing) may be used to enhance the learning potential in EFL classrooms.
The use of video is also justified from a psychological point of view. Because it is through the organs of sight and hearing that the student receives the bulk of information about the world around him.
In addition, the use of video in training sessions increases the motivation and activity of students, creates certain conditions for students to work independently. The use of video also contributes to the development of various aspects of the mental activity of students and, above all, attention and memory. The video, thanks to the change of vivid impressions, allows you to concentrate attention throughout the entire training session. This attention is not contemplative, but mobilizing, since what is happening on the screen requires a response from the students. Students are clearly convinced that language can be used as a means of communication. The video method belongs to the group of visual methods.
RESULTS
When using the visual method, a number of conditions must be observed:
* the video material used must correspond to the level of knowledge of the students;
* clarity should be used in moderation and it should be shown gradually and only at the appropriate time of the lesson;
* video viewing should be organized in such a way that all students can clearly see the demonstrated material;
* it is necessary to clearly highlight the main, essential;
* think over in detail the explanations given during the demonstration of the video material;
* the demonstrated video material must be exactly consistent with the studied educational material, correspond to the studied topic [3, p. 19].
There are three main stages of working with video texts:
1) pre-viewing stage;
2) text stage (while viewing);
3) post-text stage (post-viewing) [4, p. 13].
CONCLUSION
In conclude the usage of authentic video materials in the formation of speaking skills in foreign language classes, it is necessary to motivate students, remove possible difficulties in perceiving the text and prepare them for the successful completion of the task by means of questions predicting the content of the text. Watching video materials can complete the cycle of training sessions on any topic or problem. Students are given a task in advance to study specific material, which logically prepares them for effective viewing of video materials.
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