Implementing audiovisual resources in vocabulary strategy: development of second language

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Джурабоева G. (2022). Implementing audiovisual resources in vocabulary strategy: development of second language. Анализ актуальных проблем, инноваций, традиций, решений и художественной литературы в преподавании иностранных языков, 1(01), 164–166. извлечено от https://inlibrary.uz/index.php/analysis-problem/article/view/12894
Гульмира Джурабоева, Самаркандский государственный институт иностранных языко

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Аннотация

Vocabulary teaching and learning has always been a challenging endeavor for both language teachers and learners, because every language learner must master a significant number of words in order to communicate effectively in the target language. Teachers and academics are seeking for innovative vocabulary learning methodologies that will not only make it easier to teach vocabulary but will also improve language learners' vocabulary understanding. Audio-visual elements appear to be effective in second/foreign language classes as an accidental vocabulary acquisition technique

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IMPLEMENTING AUDIOVISUAL RESOURCES IN VOCABULARY STRATEGY:

DEVELOPMENT OF SECOND LANGUAGE

Juraboyeva Gulmira Sherali qizi

SamSIFL, student

Abstract:

vocabulary teaching and learning has always been a challenging endeavor for both

language teachers and learners, because every language learner must master a significant number of words in
order to communicate effectively in the target language. Teachers and academics are seeking for innovative
vocabulary learning methodologies that will not only make it easier to teach vocabulary but will also
improve language learners' vocabulary understanding. Audio-visual elements appear to be effective in
second/foreign language classes as an accidental vocabulary acquisition technique.

Key words:

videos, vocabulary teaching, second language acquisition, technology, EFL context,

Webb.

Learning a new language is difficult and needs a significant amount of time and effort on the part of

the student. Despite the fact that scholars and language teachers have used a variety of tactics, approaches,
methods, tools, and technology to aid in this perplexing learning process, it appears that many aspects of
language teaching and learning remain undiscovered.
Technology and its influence on language acquisition is one area that requires more development. "Language
instructors now have so many exciting alternatives for employing technology to promote language
acquisition that it may be daunting," writes Kessler (2018, p. 205). Because of the rapid advancement of
technology and its widespread use, several researchers and language teachers are focusing on video as a
teaching and learning medium that may aid in the process of second/foreign language learning and teaching.

Technology can be integrated into the teaching process as a medium of instruction, or language

teachers can utilize technology to give language learners with supplemental assistance for learning both
within and outside of the classroom. In other words, by offering activities, tasks, and experiences in an actual
language spoken by native speakers in genuine contexts and settings, technology may make language
learning simpler and more effective. One of the most important benefits of technology to teaching and
learning, according to Kessler, is the ability to provide a "diversity of learning settings."
Language instructors and educators must be aware of the effects of technology on language teaching and
learning in order to effectively incorporate it into their classroom activities and practices.

Literature review

Given the extensive use of technology, it appears that the use of technology in today's language

classrooms for teaching language skills and subskills is a necessary. For example, one of the most difficult
aspects of a language is vocabulary, which necessitates teachers implementing innovative teaching
techniques and concepts. Technology can help to meet these needs and speed up the process of learning the
vocabulary of the target language (L2). In reality, technology has the potential to improve language learning
in general and vocabulary development in particular.
Schmitt argued that "to operate in English, 8000–9000-word families for reading, and maybe as many as
5000–7000 families for spoken conversation" are necessary.

Vocabulary is essential for language acquisition and growth. Some scholars (Harmon, Wood, &

Keser, 2009; Linse, 2005) argue that the evolution of a language is heavily influenced by the creation of its


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terms. Schmitt (2000) emphasized the significance of vocabulary in communication, stating that "lexical
knowledge is crucial to communicative competence and second language learning" (p. 55). Researchers,
language instructors, and educators must focus and highlight this aspect of language in order to make the
process of second/foreign language vocabulary acquisition easier and more fun for language learners.

Discussion

Video is one of the technological instruments that may be used in language teaching and learning.

Because of the repetition and exposure that learners acquire in the classroom, watching TV shows and videos
in the target language may have a significant influence on language acquisition. According to Peters and
Webb, TV has a significant influence on language acquisition because "TV provides learners with real,
spoken information and generates possibilities for accidental vocabulary development". Because of the
amount of times these phrases are repeated in L2 programs, Webb and Rodgers believe that watching L2
programming is beneficial for acquiring less commonly used vocabulary.

One of the most useful language teaching and learning materials are videos and video segments

created for native speakers. These kind of videos can assist language learners in seeing the real use of
language in sentences created by native speakers. These movies can assist language learners understand the
motivation and reasoning behind the words and sentences. In other words, presenting movies in the
classroom may imitate real context for native speakers since they can supply all of the required information
such as the pronunciation of words in the target language, their usage, meaning, and so on. Videos are an
excellent resource for covering a variety of language skills and sub-skills, including grammar, pragmatics,
listening, and speaking.

It is critical for language learners to learn a new language in a genuine and realistic situation by

interacting and cooperating with native speakers. It is not always possible to provide this opportunity for
language learners since native speakers are not always available or the target language is taught in an EFL
context.

As a result, language learners may have insufficient resources in the target language both within and

outside of the classroom. This scarcity of learning materials for second/foreign language learners can be
compensated for by bringing technology into classroom education, such as TV programming. Webb stated
that viewing L2 shows, in addition to other sources such as significant reading, can aid with vocabulary
development.

Another advantage of employing technology in general, and videos in particular, is that learners may

learn about the target culture and some of its related features, such as pragmatics, by watching actual films.
The importance of culture in second/foreign language acquisition cannot be overstated. In reality, instructors,
scholars, and educators agree that "teaching L2 is erroneous and inadequate without the study of culture."
Not only are language teachers concerned with teaching the target culture to their pupils, but language
learners are likewise concerned with understanding the target culture and communicating in a culturally
acceptable manner.

Indeed, "language study appears pointless for L2 students if they know nothing about the individuals

who speak the target language or the place in which the target language is spoken." The relevance of
culturally recognized means of communication between language learners and native speakers drives the
emphasis on target culture teaching and learning. If they have little knowledge of the target culture, this
might be difficult or even worthless.

The rigorous examination of the theoretical basis for the incidental vocabulary learning technique

reveals that language may be learnt incidentally in a variety of ways, including interaction, collaboration,
watching, repetition, and so on. The incidental vocabulary learning technique is likewise founded on the
belief that words may be learnt organically via the use of several individual senses such as hearing and
vision. Listening to someone talk, reading a text, or watching a television program are examples of settings
in which listeners can hear words in context and meaningful phrases.

Conclusion

Based on these findings, it appears that language learners must learn words in natural circumstances,

and teachers must provide real-life chances for natural learning of the target language. Technology can assist
instructors in providing this chance to language learners. Teachers and educators may employ specific tools
that allow native speakers to engage in the learning process to accomplish this. This engagement will help
students to spontaneously acquire words by working and interacting with one another.

As previously stated, the findings of the most recent research demonstrate the important impact that

watching videos might have in second/foreign language vocabulary learning. The findings of many studies
show that videos reduce the load of vocabulary learning for second/foreign language learners. Videos help
language learners understand vocabulary by offering additional information about various features of the


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terms. Teachers can do this by incorporating past knowledge and experience of students into the learning
process.

It is also obvious that researchers prefer to focus on the impact of watching movies on other facets of

vocabulary learning rather than just the word itself. They think that understanding a word entails knowledge
of several characteristics of that word. Despite the fact that the aforementioned research papers have made
significant contributions to the field of second/foreign language acquisition, it appears that there is still more
work to be done in this area. For example, further study is needed to explore the impact of videos (including
short snippets, full-length films, and any other sort of audio-visual resources) on the vocabulary acquisition
of young learners. This can be done to examine whether there are any disparities in vocabulary acquisition of
language learners of different ages due to differences in learning methods and attitudes toward learning the
target language.

References:

1.

Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading

blog posts. Language Learning & Technology, 22(3), 124-142.

2.

Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences, 6, 100-110.

3.

Bruton, A., Lopez, M. G., & Mesa, R. E. (2011). Incidental vocabulary learning: An impracticable
term? TESOL Quarterly, 45(4), 759-768. https://doi.org/10.5054/tq. 2011.268061

4.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research.
Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-
5371(72)80001-X

5.

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1),
67-77. https://doi.org/10.7202/009021ar

6.

Egbert, J., Hanson-Smith, E., & Chao, C. C. (2007). Introduction: Foundations for teaching and
learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: nd Research, Practice, and
Critical Issues (2 Ed., pp. 1-18). Alexandria, VA: TESOL.

7.

Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language
learning.

Foreign

Language

Annals,

24(3),

239-258.

https://doi.org/

10.1111/j.1944-

9720.1991.tb00469.x

8.

Harmon, J. M., Wood, K. D., & Keser, K. (2009). Promoting vocabulary learning with interactive word
wall. Middle School Journal, 40(3), 58-63. https://doi.org/10. 1080/00940771.2009.11495588

9.

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of
elaboration, rehearsal and automaticity. In Robinson, P. (Ed.), Cognition and second language
instruction. Cambridge, UK: Cambridge University Press.

10.

Hulstijn, J. H. (2003). Incidental and intentional learning. In Doughty, C., & Long, M. H. (Eds). The
Handbook of Second Language Acquisition (349-381). Oxford, UK: Blackwell.

11.

Kacetl, J., & Frydrychova-Klimova, B. (2015). English vocabulary in video clips on travel and tourism.
Procedia Social and Behavioral Sciences, 182, 364-368. https://doi.org/10.1016/j.sbspro.2015.04.788

PROBLEMS OF USING HIGH TECHNOLOGIES IN THE CLASS

Toshtemirova Rano

SamSIFL, Master of Foreign Languages and Literature (English)

Abstract:

the goal of this study is to show frequent issues that educators confront while seeking to

integrate technology into the classroom, as well as potential answers to those challenges. These concerns
should be of interest to current and future educators, school administrators, and educational technology
experts. The chapter opens by introducing the external (extrinsic) to the teacher hurdles to technology
integration, such as access to resources, training, and support. We then provide internal impediments to
instructors, such as their attitudes and beliefs, aversion to technology in the classroom, and knowledge and
abilities.

Key words:

access, training, support, teacher’s attitude, beliefs, knowledge, technology

Nowadays, technology is possibly the most powerful element changing the educational landscape.

Many school districts are demonstrating their support for higher levels of technology in the classroom by

Библиографические ссылки

Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3), 124-142.

Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences, 6, 100-110.

Bruton, A., Lopez, M. G., & Mesa, R. E. (2011). Incidental vocabulary learning: An impracticable term? TESOL Quarterly, 45(4), 759-768. https://doi.org/10.5054/tq. 2011.268061

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371 (72)80001-X

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67-77. https://doi.org/10.7202/009021 ar

Egbert, J., Hanson-Smith, E., & Chao, С. C. (2007). Introduction: Foundations for teaching and learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: nd Research, Practice, and Critical Issues (2 Ed., pp. 1-18). Alexandria, VA: TESOL.

Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language

learning. Foreign Language Annals, 24(3), 239-258. https://doi.org/ 10.1111/j.1944-

199 l.tb00469.x

Harmon, J. M., Wood, K. D„ & Keser, K. (2009). Promoting vocabulary learning with interactive word wall. Middle School Journal, 40(3), 58-63. https://doi.org/10. 1080/00940771.2009.11495588

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (Ed.), Cognition and second language instruction. Cambridge, UK: Cambridge University Press.

Hulstijn, J. H. (2003). Incidental and intentional learning. In Doughty, C., & Long, M. H. (Eds). The Handbook of Second Language Acquisition (349-381). Oxford, UK: Blackwell.

l.Kacetl, J., & Frydrychova-Klimova, B. (2015). English vocabulary in video clips on travel and tourism. Procedia Social and Behavioral Sciences, 182,364-368. https://doi.Org/10.1016/j.sbspro.2015.04.788

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