CC BY
10
UDK 81-13
Mamadaliyeva X. R.
student
Ferghana State University Uzbekistan, Ferghana city USING VIDEO MATERIALS IN TEACHING FOREIGN LANGUAGE
Annotation: The article deals with the possibility of using authentic video materials in teaching a professional foreign language and features of the organization of work with them.
Key words: video materials, teaching, foreign language, education.
In the modern world, when it comes to teaching foreign languages, the main goal is called practical, that is, during training, the teacher must teach students speech skills and the ability to communicate with native speakers. In the process of learning a foreign language is very important to focus on the development of skills and abilities of perception of foreign language by ear. In addition, it should be remembered that language is closely related to culture.
Today, when the learning process special attention is paid to the use of innovative technology in the classroom video, which is one of such technologies, it is logical and right approach to training. Due to the fact that this method is still gaining popularity, it is unusual, nontrivial and interesting to students, as it helps to gain knowledge not from lectures and textbooks, but from authentic videos, immersing in the socio-cultural and linguistic environment of the studied foreign language in the classroom. However, in order for the use of video material in the classroom to bring significant benefits, simply playing it is not enough. As conditions of work with video researchers of this question specify such parameters as: compliance of material to level of knowledge of pupils, detailed explanations to video material with isolation of the main, compliance of material to the set subject, duration and possibility of multiple viewing of video, use of the video materials reflecting language and cultural realities of the country of studied language.
The process of mastering foreign language communicative competence is the main goal of teaching foreign languages at the faculties of non-linguistic profile, which, as is known, is associated with serious difficulties. First of all, the reason for this is the low level of foreign language proficiency of secondary school graduates. This fact would be a great omission not to take into account in the organization of teaching foreign languages to students of faculties of natural Sciences. The difficulty is also the limited amount of educational time provided for the study of a foreign language by students who have not mastered foreign language communicative competence at the standard level in secondary school.
Thus, we observe a contradiction between the existing purpose of teaching foreign languages at the faculties of natural Sciences and the real conditions of training.
Reflecting on ways to optimize the process of teaching students of natural Sciences, we consider it relevant to consider one of the options for the organization
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of teaching foreign languages, undoubtedly of interest to this audience of students. We will talk about the positive results of the use of video materials in practical classes.
The purpose of this article is to show the effectiveness of the use of video materials in teaching foreign language communicative competence of linguist students. Let us turn to the consideration of the question posed.
This means of education has been used in Russian Universities for a long time, although, in our opinion, not actively enough. This is due to a number of reasons, such as, for example, insufficient equipment of technical means of classrooms designed for foreign language classes, difficulties in selecting video materials, unpreparedness of students to perceive authentic films and film fragments, etc. Despite the existing difficulties, we believe that the desire to overcome them in order to organize work with multimedia is justified by the effectiveness of this educational activity, since it motivates and causes positive emotions, and motivation is one of the most important factors in the process of learning a foreign language.
Film and television are firmly entrenched in our modern society, and watching movies, TV series, TV shows and Internet commercials has become an integral part of the leisure activities of students. Thus, the use of the above materials in the studied language acquires a huge sense of using them in the conditions of practical training, acting as a motivator, makes the learning process more intense and interesting. Foreign language videos are authentic and demonstrate the real
application of the language being studied, which is also an undeniable advantage of their use in teaching. Films and TV shows in a foreign language provide students with examples of various communicative situations outside the classroom, contribute to the training of understanding of different styles of speech, official and colloquial, situations of their use in natural speech communication. Watching foreign language videos is a unique opportunity to dive into another language environment.
The video gives a visual context. This "visuality" is an invaluable tool, students have a better understanding of the situation and a more accurate interpretation of language phenomena in a full visual context. The video helps to understand the cultural aspect of the speech situation, the logical order of the exchange of remarks, the use of such language supports as facial expressions and gestures in direct foreign language speech communication. These visual cues are an illustration of verbal utterance and contribute to the concentration of students.
The use of video materials provides an excellent opportunity for the use of diverse and multi-level techniques and exercises aimed at the development of all four language competencies in students. Thus, for example, watching a whole movie or part of it can be used not only to train listening and reading skills, but also to serve as a model for the practice of speaking and writing. Watching a movie can also be a springboard for subsequent tasks, such as discussion, topical debates, role-playing, dialogue reconstruction, and retelling. The use of different categories of video materials (full-length and short films, television series, commercials, etc.) can also bring diversity in training.
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The choice of topics of video materials is due to the professional orientation of students, which further contributes to motivation and expansion of professional horizons.
Given the advantages of using video materials for successful learning of a foreign language, it is important to integrate them into the work program of the teacher. If earlier the selection of suitable material was accompanied by the difficulty of search and certain technical difficulties, with the advent and active use of the Internet, a large number of websites have appeared that facilitate the solution of this problem.
Summarizing all the above, we summarize that teaching a foreign language using video materials is productive and effective. The organization of learning processes with foreign language communicative competence by students linguistic faculties allows to optimize the process of their learning a foreign language.
References:
1. Kochukova O. V. Learning to understand the socio-cultural content of foreign-language discourse of feature films: abstract. dis. ...Cand. PED. sciences'. - M., 2004.
2. Krasnoschekova, G. A., Information technology in solving the problem of improving the quality of language training of specialists // open education. - M., 2010. - No. 6.
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