CC BY
83PHILOLOGICAL SCIENCES
VIDEO AS A MEANS OF GENERATING LEXICAL SKILLS IN AN ENGLISH LESSON
Kulmagambetova S.S.,
candidate of pedagogical sciences, ass. prof., M.Utemisov WKU Republic of Kazakhstan, Uralsk Batyrgalieva G.M.
master' student of M. Utemisov WKU
ВИДЕО КАК СРЕДСТВО ПОЛУЧЕНИЯ ЛЕКСИЧЕСКИХ НАВЫКОВ НА УРОКЕ
АНГЛИЙСКОГО ЯЗЫКА
Кулмагамбетова С.С.,
кандидат педагогических наук, доцент ЗКУим. М.Утемисова г. Уральск, Республика Казахстан Батыргалиева Г.М.
магистрантка ЗКУ им. М. Утемисова
Abstract
The article analyzes the most effective methods and techniques for the formation of lexical skills. The stages of working with video materials are considered. The relevance of this article is determined by the use of video to form lexical skills, which has great opportunities to enrich the lexical minimum and vocabulary in the process of learning English language. Aim of the research is to identify the most effective methods and techniques for the formation of lexical skills, as well as to develop a set of exercises for the formation of lexical skills, using video materials. The object of the research is the formation of lexical skills using video materials in the process of teaching a foreign language at school. The subject of the research is various educational films and cartoons as a means of forming lexical skills in the process of teaching a foreign language at school.
Аннотация
В статье проанализированы наиболее эффективные методы и приемы формирования лексических навыков. Рассмотрены этапы работы с видеоматериалами. Актуальность данной статьи определяется использованием видео для формирования лексических навыков, который имеет огромные возможности для обогащения лексического минимума и словарного запаса в процессе изучения английского языка. Целью исследования является выявление наиболее эффективных методов и приемов формирования лексических навыков, а также разработка комплекса упражнений на формирование лексических навыков с использованием видеоматериалов. Объект исследования - формирование лексических навыков с использованием видеоматериалов в процессе обучения иностранному языку в школе. Предмет исследования - различные учебные фильмы и мультфильмы как средство формирования лексических навыков в процессе обучения иностранному языку в школе.
Keywords: video materials, formation, authentic materials, self-motivation, lexical skills, educational process, training, language communication.
Ключевые слова: видеоматериалы, формирование, аутентичные материалы, самомотивация, лексические навыки, образовательный процесс, обучение, языковая коммуникация.
English is the most important means of communication, without which the existence and development of the human community is impossible. The whole world is gradually turning into a single multi-ethnic community, this is primarily due to the process of globalization. We can safely say that the 21st century is the age of communication. Learning a foreign language is a long process and requires a lot of work and effort. A foreign language is a means of communication, learning, receiving and accumulating information. In the modern world, foreign language communication has determined the need to master such types of speech activity as speaking and understanding foreign language speech by ear, reading and writing.
Currently, the study of English, is becoming a necessary component of the intellectual and practical activities of most people. Success in mastering the English language largely depends on the method of work of the teacher, his ability to use various modern technologies in the context of solving educational problems. The large amount of information that students need to learn encourages them to look for new, more effective methods, teaching tools that would allow them to give more information in the same unit of study time, as well as to present it more vividly, accessible and emotionally, so that it is easier to perceive and better remembered by students. A partial
solution to this problem is facilitated by the use of authentic animated films [1].
The teacher is faced with the task of creating conditions for communication in a foreign language lesson, using various methods and techniques of work (role-playing games, discussions, projects, etc.), using non-standard forms of work, new technical means of teaching, and all this in order to form a positive attitude to the subject and motivation for its study.
The very concept of authentic materials appeared in the methodology not so long ago, which is associated with the modern setting of goals for teaching a foreign language. In modern foreign and domestic methods, the term "authentic materials" has almost replaced the term "original materials", which was used earlier.
Nowadays videos, films and TV are not only part of people's daily activities, but they also have become an important part in our education both inside and outside the classroom. The use of video materials in English lessons develops two types of motivation: self-motivation-when the video itself is interesting and carries relevant information for students; and motivation, which can be achieved by showing the student that he understands the language he is learning. This is an important point, since the motivation depends on the student's faith in their own strength and desire to improve themselves. It is necessary that students get satisfaction from the video precisely because they understand the language they are learning, and not just because of the fact that the screen has a bright picture and an interesting plot. Many native and foreign researchers-methodologists pay great attention to the problem of selecting authentic video materials for foreign language lessons. Foreign methodologist Matthew Peacock gave the following definition of authentic material: "authentic materials is the materials that have been produced to fulfill some social purpose in the language community"[8]. Martinez also gave his definition of authentic materials: "Authentic would be material designed for native speakers of English used in the classroom in a way similar to the one it was designed for". Referring to the New Dictionary of methodological terms and concepts, edited by E. G. Asimov and A. N. Shchukin, we found out that " authentic materials are materials for language learners that are used in the real life of the country of the language being studied. These include newspapers and magazines, transport tickets, theater tickets, letters, advertising, radio and television programs, ads, etc. "[2].
K.S. Krichevskaya equates authentic materials not only with genuine works of folklore, literature, art and music, but also with everyday objects. In our opinion, audiovisual materials such as information TV programs, news bulletins, weather forecasts, and informational announcements should undoubtedly be referred to the concept of "pragmatic materials"[3]. For elementary school students, children's shows and cartoons may be suitable. The use of such materials is necessary and extremely important, since they create the illusion of participation in the real life of the country of the target language, and this, in turn, stimulates students to further study the language and increases their motivation
to learn. She gives the following definition to authentic materials: "these are texts borrowed from the communicative practice of native speakers" [4].
Analyzing the works of various authors who have been working on this topic for a long time, I can single out the following criteria for selecting authentic video materials:
- materials must correspond to the level of language training of students in terms of language content;
- the subject of the video should be relevant;
- do not forget about the quality of sound and graphic design;
- the features of the genre must correspond to the set educational goals and objectives, as well as the interests of the students;
- it is necessary to take into account the regional specificity of the selected video-materials.
In order to choose video material for the classroom, topics must be chosen based on students' interest and their level of English proficiency, as well as cultural aspects. The design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners [5]. Instructors can design cycles of activities in which learners can participate. The instructor should also be a reflective observer in order not to distract the learners' attention from the video. Therefore, it would be very beneficial for instructors to select video materials that are conducive to language learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials. Modern methodologists distinguish several stages of working with video materials: the preparatory stage (pre-viewing), the stage of viewing (while viewing), the post-demonstration stage (post- or after-viewing), you can also highlight the creative stage.
Pre-viewing
Any pre-viewing activity will be associated with developing learners' comprehension strategies. Native speakers use many strategies to aid comprehension and these strategies can also be applied to learning a second language.
Activities:
• Tell learners they are going to watch/listen to a story/advert/news report about.... What do they expect to hear and see?
• Class discussion about video topic.
• Learners do quiz on topic of video. The quiz could be True/False or open-ended questions.
• Give learners two minutes to brainstorm vocabulary connected to topic.
While-viewing
In most cases you will want the learners to watch the video or video extract more than once. The aims for watching the video for the first time and further times will probably be different. Tasks completed while viewing a video for the first time are commonly associated with developing listening skills and in particular listening for global understanding. Activities for a second or third viewing are often associated with providing information (to provide content relevant to students'
needs and interests) and presenting or reinforcing language (grammar, vocabulary, functions).
Activities:
• Developing listening skills
• Learners watch video to confirm predictions made in pre-viewing activity
• Learners answer comprehension questions
• Teacher stops video and asks learners to predict continuation
• Providing information
• Learners make notes about content that will be used in post-viewing activity. This could be information they have heard or information they have seen.
Post-viewing
Post viewing activities are often connected to the idea of using language that came from the video or the video could simply have been used as a stimulus and the post viewing tasks are not connected in any way to language found in the video.
Activities:
Using language
• Learners read story/news report and compare it with the video
• Learners act out/record own version of video
• Learners write similar dialogues to one they heard on the video
Project work
• Make posters/wall displays
• Use Internet to find out more information about topic
Students also like the activities after the film watching, when they go beyond the film - discuss the issues, reimagine the characters in new scenarios created by them. In this process the teacher is a participant because she/he participates in the activities while teaching a foreign language through video/ film. She/he should know the materials and all the details about them. This helps the students feel comfortable and facilitates learning. Taking into consideration all these, the teacher should prepare to promote active viewing and successful language learning. This means that s/he must be familiar with the video materials before they are used in class, then s/he should develop a plan for each video unit and encourage active viewing. To promote comprehension, she/he should prepare viewing guides which are easy and related to the language level of the students. In class the teacher can step in the process whenever she/he wishes; she/he can stop, start and rewind to repeat it for several times where necessary. Any selected short passage from the film can be used for intensive study.
Summing up, it should be emphasized that teaching a foreign language with the help of an authentic animated film will be successful only when this process is strictly controlled by the teacher, and also takes place in stages and includes a competent selection of specially developed techniques and exercises that will correspond to the set goals and objectives of training.
Using video in the lesson can help in solving the following tasks:
-increasing the motivation of learning;
-intensification of training;
-activation of trainees;
-independent work of students;
-improving the quality of students' knowledge.
It is a well-known fact that audio-visual materials are a great help in stimulating and facilitating the learning of a foreign language. Many media and many styles of visual presentation are useful to the language learner. That is to say, all audio-visual materials have positive contributions to language learning as long as they are used at the right time, in the right place. Language learning and teaching process, learner use his eyes as well as his ears; but his eyes are basic in learning. River claims that it clearly contributes to the understanding of another culture by providing vicarious contact with speakers of the language, through both audio and visual means. One of the most appreciated materials applied to language learning and teaching is, of course, video [6].
In recent years, the use of video in English classes has grown rapidly because of the increasing emphasis on communicative techniques. Being a rich and valuable resource, video is well liked by both students and teachers. Students like it because video presentations are interesting, challenging, and stimulating to watch. Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situations. Another important factor for teachers that makes it more interesting and enjoyable is that it helps to promote comprehension. We know that deficiencies in vocabulary can make even a simple task very difficult for our students. Video makes meaning clearer by illustrating relationships in a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words. 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.
References
1. Antonova I.V. Viewing authentic feature films as a way to improve communicative competence in the field of English // Young Scientist, 2011, - pp. 26 - 29.
2. Baryshnikov N.V. Methodology for teaching a second foreign language at school. - M.: Education, 2003, - p.159
3. Barmenkova O.I. Video lessons in the system of teaching foreign speech // Foreign languages at school. - 2010. - p. 20.
4. Gunyashova G.A.Use of video materials in teaching listening in a foreign language lesson. // Bulletin of the Kemerovo State University. -2015, - pp. 34 - 37.
5. Kamenetskaya N.P., Efremenko V.A. Application of information technologies in foreign language lessons // Foreign languages at school, 2007, -p.18
6. Kamenetskaya N.P., Myatova M.I. The use of video films in teaching foreign language in secondary school. // Foreign languages at school, 2006, - p. 31.
7. Kadzhaspirova G.M., Petrov K.V. Technical teaching aids and methods of their use. - M.: Academy ITs, 2008, - p.351
8. Matthew Peacock. The effect of authentic materials on the motivation of EFL learners. - ELT Journal, Volume 51, Issue 2, April 1997, p.144-156
9. Masalova S.V. The use of authentic video materials in teaching a foreign language // Young scientist. - 2015, - pp. 46-48.
10. Shchukin A.N. Modern intensive methods and technologies of teaching foreign languages. -M.Filomatis, 2008, - p.188
TO CONCERN COMPUTER VISION PROFESSIONAL DOMAIN
Lavrova A.
Nizhny Novgorod Technical University
Abstract
The concept of the suggested paper deals with peculiarities of the computer vision language, the language of computers able to understand or interact with their surroundings. The analysis of the paper is concerned with the running standard the length of which comes to 15 pages (A size sheet), and that is about 45.000 printed signs to be regarded as a representative standard to be examined and analyzed. The analysis of the specialized vocabulary demanded various techniques to be used while studying it: the lexical and compositional, statistical, math and comparison approaches. Several protocols are composed during the investigation: the standard representation, the availability and statistics of specialized many component word combinations, and the conclusive one to proclaim the peculiarities of the studied vocabulary.
Keywords: computer, vision, semantic, environment, analysis, specialized, vocabulary, protocols etc.
The analysis procedure includes the goal of the studies to be presented like computer vision specialized vocabulary analysis to consist of the following task -analysis of the composition of the most frequent word combinations. The hypothesis suggested deals with the advanced idea to organize specialized computer vision vocabulary like a systematic list of many component word combinations, and professional verbs (of the Latin origin) to realize the phenomenon of computer vision vocabulary to be manifested like a specific organization of vocabulary units to be able to interpret a highly organized smart systems to be manifested as "computer vision". The corresponding scientific and engineering knowledge demands an advanced modern specialized and sufficient smart vocabulary to be adequate to the corresponding science. The experimental program is developed like a staged process to skylight many components words combinations, prognosis to further evolution of the adopted represented vocabulary. The scientific novelty is dictated by the notion of the corresponding science sphere like computer vision. This modernized sphere of our time should be interpreted by the adequate modern vocabulary. The theory and significance of the suggested paper is based on the idea to use some specific vocabulary components (see above). New modern IT problems of American science and technology languages are presented through the specialized word combinations like the shortest and smart way to manifest the corresponding science and to fix the investigators' attention over to the perspectives of such investigations within the boarder lines of the established theory. We can say about the formulated theory of specialized lexemes, and lexical units to be regarded as sufficient components of the modern IT specialized smart vocabulary. The experience to have
analyzed such vocabularies is rather rich, and sufficient to formulate such specialized vocabularies theory. Such a theory is based on the experimental data to reveal the reasons of such types vocabularies formation.
The procedure The computer vision vocabulary consists of many subdivisions to concern the design of modern deep detectors, object detection, major challenges, extending object detection etc. Each subtitle division is confirmed by its own mini vocabulary to realize the notion suggested by the subdivisions themselves. That is the running standard to display the following vocabulary lexemes peculiarities. The history of such peculiarities is defined by the science and engineering notions of the corresponding science. This vocabulary is complex, and the most of lexemes are specialized, and of the Latin origin. As for Germanic words they are not numerous; they are prepositions, conjunctions, irregular verbs, and not numerous lexemes of the common register like good, better, enough, all etc. as for the vocabulary composition it consists of many components word combinations. First let us present the shortest two components word combinations: location objects, primary tasks, usual intelligence, object detection, all the challenges, a major precursor, semantic understanding, the surrounding environment, industry researches, autonomous driving, rescue operations, brand recognition, visual effects, digitalizing texts, aerial images, a major challenge, the semantic gap, visual data, object detection, natural extension, classification problem etc. The above examples are only one small part of the standard chosen. The above two component word combinations carry very important science and engineering information. Despite the fact the very word combina-
