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USING VIDEO IN ENGLISH LESSONS Kosimhodjayeva MA. Email: Кosimhodjayeva685@scientifictext.ru
Kosimhodjayeva Mutabar Alimjanovna - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the use of video at the initial stage of training. The educational tasks are analyzed that the effectiveness of the use of videos depends on the rational organization of classes. It states the individualization of instruction and the development of motivation for speech activity of trainees through the use of video recordings in lessons. The positive effect on the durability of imprinting of regional and linguistic material when using various video recordings as authentic materials is also analyzed.
Keywords: use of video, communicative competence, authentic materials, training videos, channels of receipt.
ИСПОЛЬЗОВАНИЕ ВИДЕО НА УРОКАХ АНГЛИЙСКОГО
ЯЗЫКА Косимходжаева М.А.
Косимходжаева Мутабар Алимжановна - преподаватель,
кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье рассматривается использование видео на начальном этапе обучения. Анализируются учебные задачи, в которых эффективность использования видеофильмов зависит от рациональной организации занятий. В ней говорится об индивидуализации обучения и развитии мотивированности речевой деятельности обучаемых с помощью использования видеозаписей на уроках. Также проанализировано положительное влияние на прочность запечатления страноведческого и языкового материала при использовании различных видеозаписей как аутентичных материалов.
Ключевые слова: использование видео, коммуникативная компетенция, аутентичные материалы, учебные видеофильмы, каналы поступления.
UDC 303.028
Among the problems theoretically and experimentally solved by the methodology of foreign languages, communicative competence and methods for achieving it are one of the most relevant.
Modern interpretations of communicative competence in the field of teaching foreign languages go back to the definition of the American scientist D. Hymes, according to which, "communicative competence is what the speaker needs to know in order to carry out communication in cultures in significant circumstances" [2, p. 30].
To master communicative competence in English, not being in the country of the language being studied, is a very difficult matter. Therefore, an important task of a teacher is to create real and imaginary situations of communication in a foreign language lesson, using various methods and working methods (role-playing games, discussions, creative projects, etc.).
No less important is the task of introducing schoolchildren to the cultural values of a native speaker. For these purposes, the use of authentic materials (drawings, texts, sound
recordings, etc.) is of great importance. Acquaintance with the life of English-speaking countries occurs mainly through the text and illustrations to it.
The undoubted advantage of modern textbooks of English for high school is the richness of their regional geographic information. A significant place among the texts is occupied by such types of them as letters, advertisements, signs, profiles, menus. All facts and phenomena, all information about different areas of reality of English-speaking countries were selected taking into account the age of the students and their interests. Mastering this material will allow students to better navigate in the country of the language they are studying in case of a real visit.
Along with this, it is important to give students a visual representation of life, traditions, and linguistic realities of English-speaking countries. Educational videos can serve this purpose, the use of which contributes to the implementation of the most important requirements of the communicative methodology "... to imagine the process of mastering the language as comprehension of a living foreign language reality ..." [3, p. 6].
Moreover, the use of videos in the lessons contributes to the individualization of learning and the development of motivation of speech activity of students. When using films in a foreign language lesson, two types of motivation develop: the motivation itself, when the film is interesting in itself, and the motivation that is achieved by the student being shown that he can understand the language he is learning. This brings satisfaction and gives confidence in one's own strengths and a desire for further improvement.
It is necessary to strive to ensure that students receive satisfaction from the film precisely through an understanding of the language, and not only through an interesting and entertaining plot.
Another strength of the video is the power of impression and emotional impact on students. Therefore, the main attention should be directed to the formation of students' personal attitude to what they see. Successful achievement of such a goal is possible only, firstly, with the systematic display of videos, and secondly, with a methodically organized demonstration.
It should be noted that the use of a video in a lesson is not only the use of another source of information.
Using a video film contributes to the development of various aspects of the students' mental activity, and above all, attention and memory. While watching in the classroom, an atmosphere of joint cognitive activity arises. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some efforts. So involuntary attention becomes arbitrary. And the intensity of attention affects the process of memorization.
The use of various channels of information (auditory, visual, motor perception) has a positive effect on the durability of imprinting regional and linguistic material.
The possibilities of using video for beginners are somewhat limited due to the small volume of their vocabulary and knowledge of grammar. However, the use of video from time to time pleasantly diversifies the lesson, introduces an element of real life into it, even on the screen, and also gradually, it teaches you to work with video materials, and not just stare at the screen.
Practice shows that video animations are especially effective at the initial stage of teaching a foreign language. Their use allows you to develop the speech activity of students, as well as increase the speech activity of learning. Animation makes it possible to easily penetrate the essence of real things and phenomena and to convey information to students in a simple visual form. It is also methodologically important that interest in cartoons does not diminish when viewed repeatedly. This helps to maintain attention to repeatedly presented training material and ensures effective perception.
The undoubted advantages of animated films are: authenticity, informative saturation, concentration of language, emotional impact on students, etc. [1, p. 20].
The effectiveness of the use of videos depends on the rational organization of classes.
One of the educational tasks that can be solved using video is the repetition of vocabulary and the expansion of vocabulary.
Any passage from 30 seconds to 1 minute is suitable for this, in which objects, actions or characteristics are presented on the corresponding, lexical topic. It is advisable that the passage be accompanied by music or English text. If it is not possible to get such a video, record a passage with text in your native language, removing the sound.
Depending on the size of the study group, you divide it into subgroups or pairs, each of which receives its own assignment. Tasks do not have to be different; they can be duplicated for some groups or couples.
Students watch an excerpt where different animals are represented (professions, colors, people performing various actions). Then discuss in groups (pairs) what they saw. If necessary, they can use the dictionary or seek help from a teacher.
For example: in English, name the first animal you saw; tell me what the giraffe does; who, by profession, is the person you saw on the street; what green objects you saw on the screen, etc. Then the students answer the questions. At the same time, the teacher warns that they will watch the passage again and will have to check how correctly the group completed its task.
Then you look at the passage a second time and check the answers are correct.
Video can also be used to introduce new lexical units or a new lexical topic. Instead of using a translation or a picture to enter the names of animals, you can simply show them at the zoo or in the wild, which will make a much more vivid impression and will contribute to better memorization.
As in this case, and for the task "describe the picture", you can use the "pause" function so that students have the opportunity to see all the details on the screen.
Another problem that can be solved with the help of video at this stage is the task of learning to understand speech by ear, which many teachers do not set themselves at all for various reasons.
It should be noted that the use of video for teaching listening has its positive and negative sides.
On the one hand, video recording, in comparison with audio recording, is more vital in nature - you not only hear, but also see speakers, their facial expressions and gestures, and also get information about the wide context of what is happening - the scene, age of the participants, etc.
On the other hand, all these factors distract the listener from the actual speech, and he can be carried away by looking at the picture, instead of focusing on listening [4, p. 2].
Therefore, especially at the initial stage, students should receive a clearly formulated task before viewing, on which they will need to focus.
Summarizing the above, it can be argued that educational video courses and animations open up great opportunities for active work in the process of forming speech skills of students and make the educational process of mastering a foreign language attractive for students at all stages of education.
The effectiveness of using a video film in teaching speech depends not only on the exact determination of its place in the training system, but also on how rationally the structure of the video session is organized, how the training capabilities of the video film are aligned with the learning objectives. In the structure of the video class for teaching oral speech, four stages can be distinguished:
1) preparatory - the stage of preliminary removal of linguistic and linguistic and regional difficulties;
2) video perception - the development of information perception skills;
3) control the understanding of the main content;
4) the development of language and spoken language skills.
The fourth step may be preceded by a repeated review of the fragment.
To solve each of the tasks set, students should know not only the general content of the video, but also remember the details, as well as be able to evaluate events, characterize the characters using words and expressions from the speech accompaniment of the video.
References / Список литературы
1. Barmenkova O.I. Video lessons in the system of teaching foreign speech // Foreign languages at school № 3. 1999. P. 20
2. Verisokin Y.I. Video film as a means of motivating students in teaching a foreign language // Foreign languages at school № 5, 2003. P. 31.
3. WeissburdM.L., Pustosmekhova L.N. Telecast as a support for organizing speech games in a foreign language lesson // Foreign languages at school № 6. 2002. P. 6
4. Solovova E.N. Using video in foreign language lessons // ELT News & Views № 1. March, 2003. P. 2.
BASIC METHODS IN TEACHING FOREIGN LANGUAGES Toshpulatova F.U. Email: Toshpulatova685@scientifictext.ru
Toshpulatova Fotima Ungarovna - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the main methods in teaching foreign languages. A study of the methodological literature on this issue showed that teaching is an active interaction between the teacher and students and it cannot be one-sided, it depends on the teacher how successful the learning process will be. In teaching foreign languages, the main and related methods are distinguished as relatively universal methods. The article analyzes the features of methods in the activities of teachers and students. Each teaching methods and teachings in their comparison are considered, since they closely interact with each other. Keywords: teaching foreign languages, universal methods, basic and related methods, activities of teachers and students.
ОСНОВНЫЕ МЕТОДЫ В ОБУЧЕНИИ ИНОСТРАННЫМ
ЯЗЫКАМ Тошпулатова Ф.У.
Тошпулатова Фотима Унгаровна - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье речь идет об основных методах в обучении иностранным языкам. Изучение методической литературы по данному вопросу показало, что обучение - это активное взаимодействие учителя и учащихся и оно не может носить односторонний характер, именно от учителя зависит то, насколько успешным будет процесс обучения. При обучении иностранным языкам выделяются в качестве относительно универсальных методов основные и сопутствующие методы. В статье проанализированы особенности методов в деятельности учителя и учащихся. Здесь методы преподавания и учения рассмотрены в их сопоставлении, так как они тесно взаимодействуют друг с другом.
Ключевые слова: обучения иностранные языки, универсальные методы, основные и сопутствующие методы, деятельность учителя и учащихся.
