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PAPERS IN ENGLISH
THEORY AND TRAINING AND EDUCATION TECHNIQUE
WAYS TO INTEGRATE ENGLISH FILMS AND TV SERIES INTO LEARNING TO IMPROVE LISTENING, PRONUNCIATION AND VOCABULARY SKILLS
Nelly Bondareva
Master's student, University of the People, USA, Pasadena E-mail: [email protected]
СПОСОБЫ ВНЕДРЕНИЯ АНГЛИЙСКИХ ФИЛЬМОВ И ТЕЛЕСЕРИАЛОВ В ПРОЦЕСС ОБУЧЕНИЯ ДЛЯ УЛУЧШЕНИЯ НАВЫКОВ АУДИРОВАНИЯ, ПРОИЗНОШЕНИЯ И СЛОВАРНОГО ЗАПАСА
Бондарева Нелли Кароевна
магистрант, Народный университет, США, Пасадина E-mail: [email protected]
ABSTRACT
The article is devoted to the consideration of the ways and specifics of integrating English films and series into education to improve listening skills, pronunciation and increase vocabulary. Various classifications of video materials are presented. The difficulties and risks of introducing films and series into the learning process are indicated. Specific examples of videos that can be included in the training program are considered. The advantages of films and series in terms of developing pronunciation skills, listening, expanding vocabulary for high school students and students are highlighted.
АННОТАЦИЯ
Статья посвящена рассмотрению способов и особенностям внедрения англоязычных фильмов и сериалов в образовательный процесс с целью улучшения навыков аудирования, произношения и увеличения словарного запаса. Представлены различные классификации видеоматериалов. Указаны трудности и риски, связанные с использованием фильмов и сериалов во время учебного процесса. В статье рассматриваются конкретные примеры видеороликов, которые могут быть включены в программу обучения. Подчеркиваются преимущества фильмов и сериалов с точки зрения развития навыков произношения, аудирования, расширения словарного запаса для старшеклассников и студентов.
Keywords: english, foreign language learning, listening, vocabulary, phonetics, video content.
Ключевые слова: английский язык, изучение иностранного языка, аудирование, словарный запас, фонетика, видеоконтент.
In modern pedagogical literature, one can increasingly come across opinions about the necessity of incorporating authentic language materials into the practice of teaching foreign languages to high school and college students [2, p.29]. Many researchers note that the material presented in printed publications often becomes outdated and is hardly interesting for those studying the English language. Additionally, experts in foreign language communication present instructional content through audio recordings for listening, textbooks containing texts and dialogues, and instructional videos. However, this content is often adapted, simplified, and inherently
artificial, which means it may not accurately reflect the real conversational practices of native speakers of the language.
In this regard, many educators are incorporating the use of authentic video materials into their lessons. Authentic video materials refer to video recordings that meet three criteria: (1) a combination of visual and auditory elements, (2) content created by native speakers of the language and intended for native speakers, (3) material containing linguistic and extralinguistic information about societal contexts and capable of demonstrating language usage in a natural environment
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[7, p. 1182]. These parameters can indeed be perceived as advantages of authentic video materials, as they provide a "comprehensive demonstration of language components in their natural context with a dual presentation (visual and oral)" [5, p. 43].
Table 1.
Typology of authentic video materials used for the purposes of English language learning
Criteria Types of Video Materials Genres (examples)
Functional style of presented information (1) Popular Science; (2) Journalistic; (3) Fictional; (4) Informational; (5) Cultural and Geographic. (1) documentary and educational Films; (2) interviews and reports; (3) cartoons, feature films and performances; (4) advertisements and news, (5) video tours, travel vlogs and reviews.
Degree of authenticity of materials (1) Language learning materials recorded by non-native speakers; (2) language learning materials recorded by native speakers; (3) authentic non-educational materials recorded by native speakers. (1) English language video lessons; (2) English language video lessons by native-speakers; (3) movies, TV shows, podcasts, music videos, etc.
Students audience (1) Materials for adult learners; (2) materials for children and teenagers; (3) materials for preschool children learning English as one of their native languages, for example, in parallel with Russian. (1) Feature films and documentaries, educational lectures, etc.; (2, 3) cartoons, children's films, music videos, vlogs, live streams, reaction videos, unboxing videos.
Concentration of educational content (1) informational content; (2) entertainment-informational content; (3) recreational materials. (1) Video lessons (TED Talks); (2) podcasts, travel vlogs; (3) music videos, featured films, cartoons.
There is an enormous variety of materials that can be incorporated into educational programs for the study of the English language. These materials can be classified based on various criteria (Table 1).
Note: Original development based on materials [7, p.1185] and personal data.
It should be noted that incorporating authentic video content into education should not be haphazard or spontaneous. Like any other pedagogical innovation, the integration of movie and TV series viewing into the learning process should be based on a well-analyzed teaching strategy and a well-organized teaching approach.
This should consider the goals, content, and a comprehensive set of teaching tools for foreign language speaking skills tailored to the specific student audience [5, p. 43]. Additionally, the risks associated with implementing such a pedagogical approach should be taken into account (Table 2).
Table 2.
Risks associated with integrating English movies and TV series into the education process of high school students and college students
Risk Description
Low effectiveness of learning (1) Passive viewing of movies and TV series might lead to superficial understanding, as students may not actively engage with the material by using critical thinking or discussing it with peers; (2) students might not have the opportunities to practice speaking, writing, of other language skills while watching movies or series, limiting their ability to actively apply what they have learned; (3) without clear learning objectives ties to the viewing of movies and TV series, students might not focus on specific language aspects, resulting in scattered and incomplete learning outcomes; (4) extended viewing of movies and TV series could consume valuable learning time that could be better utilized for more structured and effective language learning activities; (5) the complexity of authentic content can overwhelm learners, leading to feelings of inadequacy and frustration, which might negatively impact their motivation to continue learning
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Risk Description
Expressively complex language material and information delivery pace (1) many authentic movies and TV series use complex language, slang, cultural references, and colloquialisms that might be beyond the comprehension level of learners with limited language proficiency. As a result, students might struggle to understand the content, leading to frustration and a lack of meaningful learning; (2) native speakers in movies and TV series tend to speak at a natural, conversational speed. This pace can make it challenging for learners to process and understand spoken language in real-time; (3) the diversity of accents and regional dialects in authentic content might pose difficulties for learners who are more accustomed to standardized language; (4) if the language level of the content significantly surpasses the learner's proficiency level, it can lead to frustration, discouragement, and a sense of inadequacy; (5) a classroom setting might not always offer optimal conditions for detailed language analysis and comprehension of expressive content, as learners might lack the opportunity to pause, rewind, or ask questions in real-time
Over reliance on translated subtitles In some cases, learners watch videos with subtitles [2, c. 30], which in turn leads to the following risks: (1) Relying heavily on subtitles in the native language can create a dependency on translation, preventing learners from thinking in English directly; (2) reading subtitles can divert attention from developing listening skills, making it difficult to understand spoken English without text support; (3) learners might focus on reading subtitles instead of processing spoken language, hindering their ability to comprehend naturally spoken English; (4) depending on translated subtitles can result in a less authentic understanding of cultural context, humor, and idiomatic expressions in English content; (5) splitting attention between reading subtitles and watching the video can lead to decreased focus and cognitive overload; (6) translated subtitles might not capture the full nuances of the original dialogue, leading to misinterpretation; (7) learners might become passive consumers of content rather than actively engaging with the language; (8) Some learners might struggle to read subtitles quickly enough to keep up with the pace of the spoken dialogue, resulting in comprehension gaps; (9) gradually learners might find it challenging to understand English in real conversations where subtitles are not available.
Lack of established teaching methodologies Despite the extensive and active use of video materials in foreign language education, the challenges of utilizing authentic video materials in lessons are not yet sufficiently developed [5, p.42]. A teacher who intends to incorporate "live", non-instructional video content as educational material often finds themselves compelled to develop a lesson plan and methodology from scratch. Moreover, educators might find it challenging to determine the best practices for effectively integrating movies and TV series into the curriculum, including when to use them, how to structure lessons around them, and how to align them with learning objectives. Without established methodologies, the outcomes of using media for learning can vary widely. Some students might benefit significantly, while others might struggle to engage or derive meaningful language skills from the experience. Furthermore, teachers might lack proper training and guidance on how to effectively utilize movies and TV series as teaching tools. This can lead to inconsistent implementation and effective learning experiences for students. The lack of standardized methodologies can make it challenging to assess the effectiveness of using media in language learning. In particular, measuring language proficiency gains and other learning outcomes becomes more complex.
Usage of obscene vocabulary, offensive vocabulary; perceiving slang as the norm Authentic content, especially in movies and TV series, can feature language that includes profanity, obscenities, or offensive terms. These elements might not align with the learning environment's decorum or the cultural sensitivity of students. Exposing learners, particularly younger ones, to such language can be inappropriate and even counterproductive in the context of language education. While authenticity often mirrors real-life language use, it can include slang, colloquialisms, and informal expressions that might not be suitable for formal communication. The use of slang and informal language can inadvertently lead learners to perceive these expressions as standard linguistic forms. This can result in students using inappropriate language in formal settings, such as academic or professional contexts, where formal language is expected.
Risk of intercultural contradictions Authentic content often reflects the culture of the language being learned. However, the portrayal of cultural nuances, social norms, and behaviors in movies and TV series might not always align with the learners' own cultural background. This can lead to misunderstanding, confusion, or even offense if learners misinterpret the context or intent of certain actions or dialogues. Movies and TV series sometimes employ stereotypes for dramatic effect, which can reinforce inaccurate perceptions about certain cultures. Learners might inadvertently internalize these stereotypes, leading to biased views or a skewed understanding of diverse cultures. Cultural values, beliefs, and sensitivities vary significantly around the world. Content that is acceptable in one culture might be deemed offensive or inappropriate in another. This risk can manifest in learning either not fully understanding the cultural implications of certain content or inadvertently offending others due to a lack of awareness. Moreover, humor and references that are amusing in one culture might not be understood or appreciated in another. This can lead to confusion or misinterpretation of comedic elements in the content.
Note: Author's original work based on materials [2, c. 30]; [5, с. 42]; [4, c. 24], [6, c. 3] andpersonal data
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In light of the above, it seems appropriate to develop criteria for the selection of movies and TV series for English language lessons targeting the mentioned group (high school students and college students). Three primary selection criteria for video content in these lessons can be outlined: firstly, the content of the movie or series should encompass communication contexts and situations aligned with the curriculum; secondly, the themes and issues presented in the content should correspond to the learners' age characteristics and the linguistic-cultural specifics; thirdly, the chosen video material should possess informative, communicative, and meaningful value [5, p.44]. Additional criteria can be highlighted as follows: whenever possible, the movie or video should have a pronounced sociocultural and linguistic-cultural context; the video material should not exceed 15-20 minutes, allowing learners time for exercises during or after viewing; if the video exceeds this duration, it should be structured in a way that can be easily divided into relatively coherent segments. It can also be noted that the video content should, ideally, be emotionally engaging, enabling students to study language expression devices, intonation patterns, and other pragmatic aspects of foreign language communication.
When integrating video content into the learning process, it is important not to disregard the general educational principle of gradually increasing the level of complexity. One of the main challenges in selecting material is that authentic English videos containing easily understandable language material are likely to be children's content. Watching children's movies and series is unlikely to capture the interest of learners aged above 18. Consequently, educators face the task of looking for a balance between the material's complexity and its relevance to the learners' age group. For high-school students and first-year students in non-language universities, the following family-friendly animated and cinematic films could be suggested: "Up", "Get Away from Me!", "The sound of music", and "Home Alone". Many animated films and family comedies can be suitable for learners at an Intermediate or Upper-intermediate English level, as they are usually aimed at a younger audience and employ simpler and more understandable language. As listening skills develop, educators can turn off subtitles to increase the level of difficulty. Many researchers discuss the successful experience of incorporating Harry Potter films into the learning process. This British film series can serve as a unique English language video course, as each new installment introduces more mature vocabulary and complex storylines.
Students at the Upper-intermediate or Advanced level (typically in language universities) can move on to watching the TV series "Friends", where the challenge of comprehending foreign speech is heightened by humor, conversational vocabulary, and idioms. The series "Sherlock" ( a modernized version of Sherlock Holmes stories starring Benedict Cumberbatch) features fairly complex British English, which could be introduced in language classes, preferably during the final years of the language university program. With special consideration for age restrictions and cross-cultural conflicts, cautiousness is advised when selecting TV series like "The Office"
(a mockumentary-style comedy series following the daily lives of office employees), and "Black Mirrof' (a collection of sci-fi stories that raise questions about the impact of technology on society). It is not advised to include in the study program such TV series as "Breaking Bad", "House of Cards", "Peaky Blinders", and "Fargo" for viewing, regardless of the language proficiency level. Despite the extensive and diverse linguistic material found in these popular series, the abundance of profanity, mature themes, violent scenes, and morally ambiguous characters makes it unsuitable to incorporate them into the educational process.
Integrating video content into education becomes particularly valuable within the content of an interdisciplinary approach - studying multiple subjects within a cohesive educational continuum. For instance, law students can benefit from watching the series "The Good Wife", which can prove useful for learners at the Upper Intermediate level and beyond. The show is rich in legal practice, and it provides students with an opportunity to delve into legal vocabulary and terminology (e.g. litigation, plea deal, witness, etc.). The characters in the series often grapple with moral dilemmas and ethical questions, offering language learners insights into both language acquisition and ethical aspects of a lawyer's profession. Similarly, medical students can watch "The Good Doctof', a medical drama that follows the life and professional journey of a younger surgeon. The show encompasses essential medical terminology that future doctors need to grasp, ranging from simpler terms like diagnosis, treatment, and surgery to more complex ones like hemorrhage, myocardial infarction, anaphylaxis, and resuscitation.
The benefits of incorporating TV series and films into English language lessons extend beyond vocabulary acquisition. Frequently exposing oneself to authentic content also aids in improving the pronunciation and intonation aspects of speaking in a foreign language. Learners expose themselves to natural language rhythms, accents, and pronunciation nuances, enriching their overall language comprehension and oral expression skills.
It should be noted that among high school students and college students in our country, the level of performance in written communication tasks (written tests, reading, completing written exercises, essays) is much higher than the level of performance in tasks related to oral communication (listening, speaking, dialog modeling, phonetic tasks, etc.) [1, p. 78]. Video content is well capable of addressing this imbalance.
The influence of a person's native language on their acquisition of a new language can lead to some language-specific errors. According to Michael Swan and Bernard Smith [12, p. 145] in the case of Russian speakers learning English, several common mistakes that often arise due to differences in grammatical structures, pronunciation patterns, and word order between the two languages. Therefore, one can conclude that there is an insufficient amount of effort being put into the development of oral proficiency in foreign language communication in schools and universities. For example, there are hardly any assignments focused on increasing speech tempo, placing phrasal and word stress, intonation patterns, or exercises
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related to "articulatory and auditory practice of phonological oppositions and positional length of vowels and diphthongs" [11, p. 23].
Watching movies and TV series in English can significantly improve learners' phonetic skills and help address specific pronunciation challenges that are common for Russian speakers. English and Russian have different vowel systems, leading to challenges in vowel pronunciation. Russian speakers might struggle with the English short vowels, such as /s/in "cat" or /i/in "sit", as these sounds do not exist in Russian. Watching movies can expose learners to various accents and pronunciations, helping them familiarize themselves with these vowel sounds. Moreover, English has certain consonant sounds that are less common in Russian, such as the English "th" sound (/©/and /6/). Russian speakers might replace these with /Z/ or /3/. Watching movies with English speakers using these sounds can help learners practice and distinguish them.
Furthermore, English has a rhythmic stress pattern, with stressed syllables being louder and longer. Russian is more syllable-timed, and its stress is often fixed. Watching movies can expose learners to the natural rhythm and intonation of English speech, helping them improve their spoken fluency and rhythm. English often features reduced sounds and connected speech, where words blend. Russian speakers might pronounce every sound distinctly, leading to unnatural speech. Exposure to authentic spoken English in movies can help learners grasp the concept of connected speech and improve their ability to understand fast-paced conversations. In addition, many English dialects, including American English, have the rhotic "r", where the "r" sound is pronounced at the end of words. In Russian, the "r" sound is usually not pronounced at the end of words. Watching movies can expose learners to different "r" pronunciations, helping them adjust their pronunciation. Last but not least, English words often have stress on different syllables than their Russian counterparts. Watching movies can help learners become familiar with natural English stress patterns and learn to stress syllables correctly. By watching movies and paying attention to native speakers' pronunciation, learners can pick up on the nuances of phonetic differences between English and Russian. Additionally, they can practice mimicking the sounds, rhythm, and intonation patterns they hear in the movies.
Watching movies and TV series as a form of educational activity serves to actualize the modeling and illustrative functions of authentic content. Firstly, students begin to understand how specific sounds, intonation contours, or other phonetic phenomena are actually pronounced in real speech (illustrative function). The benefit of watching films and series lies in the fact that the intonations of characters closely resemble natural speech, allowing learners to analyze the ways of different emotional nuances, evaluations, and communicative relationships are conveyed [9, p.352; 10, p.183] - which cannot be fully achieved through studying textbook texts, even if they are phonetically annotated. By gaining a visual
representation of the implemented phonetic aspect, students can create similar segments of oral communication where sound phenomena are also used (modeling function).
Movies and series allow us to understand that the English language is only conditionally a unified linguistic-cultural formation. In real practice, numerous variations, dialects, and sociolects exist. Variability is a key characteristic of the English language [8, p. 231]. Nowadays, English-speaking countries generate so much multimedia content that, if desired, one can become acquainted with any of the language variants - American and British, archaic and contemporary, formal and informal. Historical films and series, for instance, can be used to study language transformations over time [3, p. 202].
Thus, the integration of authentic English-language movies and TV series into the educational process with the aim of improving listening skills, developing pronunciation, and expanding vocabulary is a modern pedagogical approach that demonstrates the significance of authentic communication in the contemporary paradigm of foreign language learning. The use of English-language films and series contributes to immersing learners in a realistic linguistic environment - complete with its inherent humor, language play, idioms, accents, and colloquialisms. Additionally, incorporating authentic video content like movies and TV series fosters cultural nuances embedded in language use. By exposing students to various accents, dialects, and speech patterns, they can better navigate real-life interactions with speakers from different regions. This exposure not only enhances their language skills but also develops their cultural competence and intercultural communication abilities. Furthermore, the use of movies and TV series can engage learners on a more emotional level compared to traditional language learning materials. Storytelling, character development, and emotional connections to the narrative can make the learning experience more enjoyable and memorable. This emotional engagement can lead to improved motivation, sustained interest in the language, and a greater willingness to engage in active language practice. It is important to note that the integration of video content also opens up opportunities for collaborative and interactive learning. Group discussions, role-playing, debates, and language-related games inspired by scenes from movies or series can create dynamic and participatory classroom activities. This not only enhances language skills but also cultivates teamwork, critical thinking, and problem-solving abilities.
In conclusion, leveraging authentic English-language movies and TV series in education offers a holistic approach to language learning. It bridges the gap between academic language use and real-world communication, offering students exposure to the rich diversity of language forms and cultural expressions. By carefully selecting and structuring video content, educators can harness the power of multimedia to create immersive and engaging language learning experiences that encompass linguistic, cultural, and emotional dimensions.
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