Acumen:
International Journal of Multidisciplinary Research
Volume 1, Issue 4
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Acumen: International Journal of Multidisciplinary Research
Advantages of the media to students and language learners
Fazilova Nigina Bakhtiyorovna
Assistant teacher of Tashkent KIMYO International University,
Samarkand branch
e-mail:
Annotation
: The main purpose of this article work is to study the benefits of using
various mass media in teaching foreign languages, problems of integration of information
and communication technologies into the traditional educational process.
Key words:
media, contemporary life, authentic, practice, linguistic media, real life
situation, discussion, advance information.
Annotatsiya:
Mazkur maqolaning asosiy maqsadi chet tillarini o‘qitishda turli
ommaviy axborot vositalaridan foydalanishning afzalliklari, an’anaviy o‘quv jarayoniga
axborot-kommunikatsiya texnologiyalarini integratsiyalash muammolarini o‘rganishdan
iborat.
Kalit so'zlar:
ommaviy axborot vositalari, zamonaviy hayot, autentik, amaliyot,
lingvistik media, hayotiy vaziyat, muhokama, yangi ma'lumot.
Аннотация:
Основной целью работы данной статьи является изучение
преимуществ использования различных средств массовой информации при обучении
иностранным языкам, проблем интеграции информационно-коммуникационных
технологий в традиционный образовательный процесс.
Ключевые слова:
СМИ, современная жизнь, аутентичность, практика,
языковые медиа, реальная жизненная ситуация, дискуссия, предварительная
информация.
We all know that using the media to teach languages a real environment is a
double challenge for language teachers. Although the media allow students to be exposed to
real language that is used in real life, they themselves also convey pre-planned ideologies.
And with help of this research we can explore the importance of the real language of the
media in learning and teaching languages, at the same time, improves the understanding of
the ideological structure of teachers and students. [4,49]
Researchers use critical linguistics and descriptive analysis to test the ideological
representation of the new structure and analyze the grammatical characteristics of the
vocabulary to clarify the role of the native language in language learning. It is
recommended that teachers provide an analytical framework to help students reflect on
their language experience and practice. Teachers can use movies, TV shows, popular music,
Acumen:
International Journal of Multidisciplinary Research
Volume 1, Issue 4
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Acumen: International Journal of Multidisciplinary Research
news, literature, documentaries, and videos from sources such as YouTube to attract
students and produce deeper and more meaningful learning experiences. The use of the
media can engage students, help students retain knowledge, stimulate interest in topics, and
illustrate the relevance of many concepts. Media can be used in almost any subject to
improve the learning effect of classroom learning and homework. You can watch short
films and TV clips, written articles, and blog posts to reinforce concepts and spark
discussions. Songs and music videos, especially when lyrics are available, can achieve the
same effect.
Advantages of the media to students and language learners:
Popular media (movies, music, YouTube) are media familiar to students, which
help attract attention and keep students interested in the theories and concepts discussed.
Students can see theories and concepts in practice. In a figurative sense, theories
and concepts jumped off the screen.
Students can hone their analytical skills by analyzing the media using the theories
and concepts they are studying.
Using media in the classroom allows students to see concepts and new examples
while watching TV, listening to music, or watching movies with friends
Students can experience a world beyond themselves, especially when the media is
completely different from the local environment. [2,77]
Language teachers often spare no effort to equip students with the necessary tools
suitable for contemporary life. Since the Internet, news, and media play a vital role in our
modern society, implementing media in FL classrooms is one of the main concerns of
language teachers. It is unnecessary to say that teachers and education should prepare
students for the real life. In this turn, media work as crucial tools to support people with
information about the real world. That is way, there is no matter what sort of media is used,
it can be a magazine, a newspaper, an advertisement or a short video, it is purposed at
bringing a piece of real world into the classroom. Apply media into language lessons when
teachers want to:
1.to introduce a real life situation,
2.to add a discovery component,
3.using authentic audio-visual channels,
4.to get students to become more involved in the lesson,
5.holding a discussion on nowadays’ life, events, accidents. [3,66]
Conduct the lessons based on students’ interests and hobbies.
In addition to the many advantages, teachers must also take into account some
precautions when using the media. Using the media requires a thorough understanding of
copyright law, some understanding of the workload involved, and some skills in identifying
content, which will promote learning rather than become a distraction. The media
supplements teacher-guided learning by encouraging students to listen to music, read
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International Journal of Multidisciplinary Research
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Acumen: International Journal of Multidisciplinary Research
printed materials, or watch documentaries or movie clips. The main advantage of this
method is that the teacher acts as a facilitator, helping students explain what they hear, read,
or see. Students can also make media. This method uses prompting students to play the role
of a teacher and creates content that attracts students and helps those master concepts.
Finally, social media can also be used to enhance teaching and learning, including various
online technical tools, so that people can easily communicate via the Internet to share
information and resources. So, how to choose the best language teaching media from other
media language teaching means. We all use it. In its simplest form, the term "teaching
aids" refers to any physical material used by teachers to facilitate learning. Therefore, the
media covers everything from blackboards to classroom blogs. If you grew up in the 1970s,
classroom media also means motion pictures projected on an old projector. In the 1980s, it
was a VHS tape. But today, the amount of media options that we can use in language
teaching is simply dizzying. It seems like every new day brings another great new trend to
explore. Every time we find new media, is it worth the time to add new media to our
toolbox? Or sometimes the outdated media that we have always relied on may be the best?
There are innovative digital media tools that can add a new dimension to our teaching. But
there are some time-tested real media tools that you may not fully utilize. As we explore the
vast and diverse world of language teaching media, we have already done some work for
you. Here six multimedia resources to achieve a wide range of language teaching goals.
The right teaching aids promote language learning. [1,11]
According to research, up to 65% of students are visual learners. This means that
most of students need pictures, diagrams, videos, and diagrams to learn. Open access to real
materials. Even those outdated VHS tapes allow us to access movies and TV shows in the
target language that we can't find anywhere else. Students just can't get the actual linguistic
contact they need from textbooks or just from you. [6] The first two media named are
museum pieces today, while radio is the home of talk shows and disk jockeys, but the
motion picture is still going strong, joined by television and videotapes. A well designed
course of instruction can utilize these mass media to channel a student's enthusiasm and
route it to an academically useful goal. Film communication offers links between
classrooms and society. Motion pictures can help explore cultural context, may be
integrated easily into the curriculum, are entertaining, and allow flexibility of materials and
teaching techniques. Motion pictures can also be related to students' personal experiences,
act as a focus for teacher student interaction, and can be used to promote awareness of the
interrelationship between modes (picture, movement, language, sound, captions). TV and
video are also highly valuable as teaching tools, and seen as especially effective for
reaching visual learners and special populations. According to a recent wide-ranging survey,
TV and video are being used more deliberately than ever before and are being more fully
integrated into the curricula. Teachers look for quality programming, programs of
appropriate structure and length, and advance information to allow them to preview and
tape. [5,168]
To conclude, media can connect students with real audiences. If students have
never really used their language skills, they will soon lose motivation to learn. Linguistic
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International Journal of Multidisciplinary Research
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Acumen: International Journal of Multidisciplinary Research
media, like actual audio or video applications, can open up listeners to native
speakers with whom they can communicate. This kind of experience makes the value of
language learning more credible than simply relying on some artificial conversations that
take place in the classroom. Media make content more visual.
References:
1.Bell, A. (1995). Language and the media.In Annual Review of Applied Linguistics
15, 23-41. Cambridge: Cambridge University Press.Brown, --P. 11.
2.Brown, H.D.Teaching by Principles. An Interactive Approach to Language
Pedagogy. New Jersey: Prentice Hall Regents. 2004. – P. 77.
3.Bahrani, T., & Tam, S. S. (2011). The role of audiovisual mass media news in
language learning. English Language Teaching, 4(2), -P. 60.
4.COPPEN, Helen. Aids teaching and learning. Pergamon, 1965. –P. 49.
5.Fasold, R. (1990). Ways of teaching languages. Oxford: Blackwell. – P. 168.
6.http://www.thesun.co.uk/sol/homepage/article157mm0.ece
