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Список литературы /References
1. Кораблев Ю.А. Имитационное моделирование (для бакалавров)/ Ю.А. Кораблев. М.: КноРус, 2018. 59 а
2. Смирнов В.Д. Методы корреляционно-регрессионного анализа в эконометрических исследованиях: учебное пособие / В.Д. Смирнов. М.: Белокопытов Алексей Вячеславович, 2018. 951 а
VIDEOS AS THE MAIN AIDS IN TEACHING STUDENTS OF TECHNICAL SPECIALTIES CRITICAL THINKING IN THE EFL CLASS Seit-Asan F-Е. Email: Seit-Asan665@scientifictext.ru
Seit-Asan Feride Ernestovna - Student, ROMANCO-GERMANIC PHILOLOGY FACULTY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english as a foreign language (EFL) has been transformed from a passive, skill-based training course focused on drill and practice to a subject that can potentially foster critical thinking skills in our society. With the advancement of technology, various methods of media utilization have been tested and adopted in diverse language courses. This study examined the EFL students' perception of their critical thinking and information extraction skills in an educational project for an English course using various videos as teaching materials at the university.
Keywords: video, teaching, students, technical specialties, critical thinking, EFL, English as a Foreign Language, lesson, class.
ВИДЕО КАК ОСНОВНАЯ ПОМОЩЬ В ОБУЧЕНИИ СТУДЕНТОВ АНГЛИЙСКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ И ПОВЫШЕНИИ ТЕХНИЧЕСКИХ ХАРАКТЕРИСТИК КРИТИЧЕСКОГО МЫШЛЕНИЯ Сеит-Асан Ф.Э.
Сеит-Асан Фериде Эрнестовна - студент, романо-германский факультет, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: английский как иностранный язык (EFL) был преобразован из пассивного учебного курса, основанного на навыках, ориентированного на обучение и практику, в предмет, который потенциально может способствовать развитию навыков критического мышления в нашем обществе. С развитием технологий, различные методы использования медиа были проверены и приняты на различных языковых курсах. В этом исследовании изучалось восприятие студентами своего критического мышления и навыков извлечения информации в образовательном проекте для курса английского языка как иностранного с использованием различных видео в качестве учебных материалов в университете.
Ключевые слова: видео, преподавание, студенты, технические специальности, критическое мышление, английский как иностранный язык, урок, класс.
Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of discussion into the modern age.
Critical thinking might be described as the ability to engage in reflective and independent thinking.
As technology modernizes every single day, teachers of English are becoming more and more interested in using multimedia sources in their EFL (English as a Foreign Language) lessons. Among the types of multimedia aids, authentic videos in English (e.g. clips from feature films or programs, corresponding to students' specialties) play the most beneficial role in education, especially at technical universities. This is due to the fact that with their help English language lecturers can not only make the work in the class more diverse but demonstrate visually a device, process or technology, which the students come across in their textbooks or handouts provided by the teacher. Moreover, when students watch authentic videos in the EFL lesson, they have a complete and unabridged immersion in the English language they need to know in order to work according to their specialty in the future, with all the neologisms, idioms, and special phrases that often cannot be seen in textbooks.
No modern language studying can do without communication practice. Speaking using newly-learned foreign terminology is obligatory for transfer of knowledge from the short-term to the long-term memory, which is the one that is responsible for the students' extensive foreign language vocabulary, and so, easy communication in English. In order to develop students' high-level communication skills, an EFL lecturer needs to organize a productive vocabulary studying and teach students to think critically in English.
Authentic videos are the key aids for such tasks: they provide new vocabulary and may serve as the basis (encouragement) for discussion, which includes each student's critical thinking. Among the groups of students that benefit from using videos, the most are engineers and others with a technical/scientific orientation, i.e. specific interest groups [2, 5], who have either advanced or intermediate level.Critical thinking can be defined as the objective analysis and evaluation of an issue in order to form a judgement [3]. It is connected with quality thinking and gives students an opportunity to communicate with others in a more skillful way, obtaining new knowledge, and dealing with different ideas, points of view, and attitudes.
In all these areas language plays a central role [4, 56]. Thus, when working with authentic videos in the EFL class, students of technical specialties can start thinking critically right at the beginning of the lesson pondering over the possible issue depicted in the movie/program, its effects and outcomes, or some other elements.
This can be done when the teacher provides their students with stills/pictures or some other helpful aids that suggest an idea prior to the viewing. If necessary, those can be accompanied with vocabulary lists containing an explanation of new terminology needed.
Among abilities that characterize the person who thinks critically are (R. Nickerson; S. Schafersman) [4]:
1) concise and coherent organization and expression of thoughts;
2) asking appropriate questions;
3)judgement suspension if there is no satisfactory evidence to support a decision; 4) ability to gather relevant information, efficiently and creatively sort through the data;
5) ability to predict the likely consequences;
6) application of problemsolving techniques;
7) ability to come to reliable conclusions.
The process of critical thinking consists of several stages, which are called "a stairway" while they progress steadily upwards in order of complexity [1, 4]:
1) understanding (processing and trying to comprehend what the information heard/read is about, i.e. the gist);
2) applying (employing new information, for instance, doing comprehension-checking tasks or answering questions);
3) analyzing (students become more critical of the oral or written text, analyzing it and its main point(s);
4) evaluating (students have isolated arguments and views on the video and start to evaluate the validity and relevance of the data, as well as assess how much of the information is fact supported by evidence);
5) creating(students create something using gained knowledge: express their opinions basing on the facts they have studied during the lesson or do a team presentation including arguments for and against the issue presented in a film or a scientific program their own conclusions).
References / Список литературы
1. Hughes J. Critical Thinking in the Language Classroom: [Electronic resource], 2014. URL: https://www.ettoi.pl/PDF_resources/Critical_ThinkingENG.pdf/ (date of access: 21.06.2019).
2. Mackimight F. Video and English Language Teaching in Britain. [Electronic resource]. URL: https://englishagenda. britishcouncil.org/sites/ default/files/ attachments/f044_elt49_video_applications_in_english_language_teaching_ V. 3. pdf / (date of access: 21.06.2019).
3. Oxford Dictionaries: [Electronic resource] // Oxford University Press. URL:https://en.oxforddictionaries.com/definition/critical_thinking./ (date of access: 21.06.2019).
4. Vdovina E.K. Developing Critical Thinking in the English Language classroom: A Lesson Plan / E.K. Vdovina, L. Cardozo Gaibisso // ELTA Journal, 2013.Vol. 1 (1). P. 54-68.
