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UDK:378:42:371.3
DEVELOPMENT OF INTERCULTURAL COMMUNICATION IN EFL CLASSROOM
THROUGH VIDEO TASKS
РАЗВИТИЕ МЕЖКУЛЬТУРНОГО ОБЩЕНИЯ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА С
ИСПОЛЬЗОВАНИЕМ ВИДЕО
MADANIYATLARARO MULOQOTNI INGLIZ TILI DARSLARIDA VIDEO VAZIFALAR
ORQALI RIVOJLANTIRISH
Zohidova Muhlisa Faxritdinovna
1
1
Zohidova Muhlisa Faxritdinovna
− Tashkent Pediatric Medical Institute, Department of
Foreign Languages, Associated assistant.
Annotatsiya
Jamiyatdagi o‘zaro ta’sir odamlar o‘rtasidagi o‘zaro ta’sirni o‘z ichiga oladi, bu madaniyatlararo muloqot sifatida
belgilanishi mumkin. Ma’ruzachilar turli xil kelib chiqishi mumkin bo‘lgan spontan muloqot til ko‘nikmalarida
moslashuvchan o‘zaro ta’sirni talab qiladi, ya’ni.nafaqat tilni, balki suhbat ishtirokchilarining an’analari, ye’tiqodlari, aql-
zakovati va tafakkurini ham hisobga olgan holda. Zamonaviy tilni o‘rganish va o‘qitish o‘quv jarayonida ona tilida
so‘zlashuvchilar ishtirokidagi qisqa videokliplar va ularning madaniyati va an’analarining turli xil kelib chiqishi
ko‘rinishidagi zamonaviy texnologiyalardan foydalanishni o‘z ichiga oladi. Chet tili darslarida video topshiriqlardan
foydalanish madaniyatlararo muloqot ko‘nikmalarini o‘rgatish va rivojlantirishda samarali yondashuv hisoblanadi.
Аннотация
Взаимодействие в обществе предполагает взаимодействие между людьми, которое можно
определить как межкультурное общение. Спонтанное общение, где говорящие могут быть разного
происхождения, требует гибкого взаимодействия в языковых навыках, т.е. учёт не только языка ,но и
традиций, убеждений, интеллекта и мышления участников беседы. Современное изучение и преподавание
языков включает в себя использование современных технологий в учебном процессе в виде
краткометражных видео клипов с участием носителей языка и их различное происхождение культуры и
традиций. Использование видео заданий на уроках иностранного языка является эффективным подходом в
обучении и развитии навыков межкультурного общения.
Abstract
Interaction in society involves interaction between people that might be identified as intercultural
communication. Spontaneous communication where speakers might be of various intercultural origin the interaction
has to be flexible in language skills i.e. take into account the language ,thinking, traditions , intellection and beliefs.
Modern learning and teaching a language suggests concentration not only on language acquisition, accuracy and fluency
as well as the massage sent by each member of the conversation ,i.e. the cultural origin of co-speakers. Using a
technology of working with video tasks in the classroom is one of the beneficial approaches to develop communicative
skills in EFL learners.
Kalit so‘zlar
: madaniyat, madaniyatlararo muloqot, jamiyat, til o‘rgatish, video topshiriq, ko‘nikma, ravonlik,
idrok. Haqiqiyligi.
Ключевые слова:
культура, межкультурное общение, общество, преподавание языков, видео
задание, навыки, беглость, восприятие. Аутентичность.
Key words:
intercultural communication, society, skills, fluency, video tasks, approaches, authenticity,
comprehension.
INTRODUCTION
Culture is frequently underestimated thus, intercultural correspondence is certainly not a
main problem, until it turns into an issue. Intercultural showing systems are progressively
significant for two principal reasons. Initial, an exceptionally versatile and globalized world and
current innovation offer us more than adequate chance to traverse public limits, regardless of
whether correspondence can happen for example in the expert climate, in a virtual setting through
video-conferencing. Furthermore, besides, because of migration and travel patterns, present day
cultures are progressively multicultural.
When dealing with a foreign dialect course the issue of foreign culture faces the both
learners and teachers as the language plays the role of a bridge not only between two, three or
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more members of discourse but their cultures. Interaction in society involves interaction between
people that might be identified as intercultural communication.
MATERIALS AND METHODS
This kind of methodology is capable in any age groups. The choice depends on the
language level, age, interests , aim of the lesson, topic of the lesson , duration of the activity. The
tips for teachers include the following: choose videos brief to make students involved, focus on the
lesson topic, preteach the tasks, allow students to watch twice or more with stop button.
Educational tasks based on video clips or films are a part of teaching process in EFL classroom as
well as ESP one. The learners of Medical faculties, are provided by the opportunity to improve their
specific medical discourse using the tasks given by the instructor. The tasks include the variety of
video materials demonstrating Doctor-Patient, Doctor-Doctor communication. The example of such
a class may me described in short.
Teacher gives instructions for doing a tasks on “Appendicitis”. Students have discussed the
topic previously at the lesson and have general idea about Appendicitis as a severe problem:
causes, symptoms, complaints and methods of examination of the patient. The current lesson is
aimed at the treatment of Acute Appendicitis ,particularly Laparoscopic Appendectomy. Teacher
suggests students to watch a short educational video on preparing a patient for the operation and
Appendectomy itself. The instructions are given in simple language. Students have to pay attention
to the way a European male doctor questions an Asian female patient whose traditional behavior is
much different with those in Europe. Teacher introduces key vocabulary used in the conversation,
gives background knowledge of patient’s origin, traditions in that region, asks student first watch
and listen without making notes. When listening second time, learners are given instructions to
make notes. By putting students into the instructed tasks you make them more attentive and
involved ,so the task works effectively. At post watching stage students are given a task to interpret
the conversation as the students’ language level permits it.
RESULTS AND DISCUSSION
For what reason do we study intercultural correspondence? We study intercultural
correspondence to create our mental, full of feeling, and conduct abilities to work with individuals
from various social starting points. This kind of information helps us in accomplishing elevated
degrees of individual and social mindfulness and a profound comprehension of and regard for the
impact of culture on conduct, values, and convictions.
In a portable and globalized world, the information and comprehension of intercultural
correspondence are of extraordinary importance and worth, since it upholds the improvement of
long lasting mastering and delicate abilities, which are expected to assist individuals with exploring
through their vocations and future connections towards both individual and expert satisfaction
showing metacognitive and delicate abilities to ESP courses. Medicine suggests such spontaneous
communication where speakers both doctor and patient might be of various intercultural origin so
to manage the interaction doctor or nurse has to be flexible in language skills i.e. take into account
the language ,thinking, traditions , intellection and beliefs of the patient .The same with other fields
of social interactions .
By Milton J.Bennett( 2017), “Intercultural communication is the study and practice of
communication across cultural context.” [1]. According to Lustig &Koester (2007) “Intercultural
communication is a symbolic, interpretive, transactional, contextual process, in which people from
different cultures create shared meanings.” [2]
Assuming you are an educator hoping to instruct intercultural correspondence, think about
utilizing short video tasks to upgrade your educating strategies. Such sort of activities give
substance and importance to intercultural correspondence conversations in the study environment.
As opposed to just discussing and talking about social contrasts or culture conflict, why not
incorporate short cuts that can give commonsense outlines of different informative demonstrations.
When learning or teaching a language, it is advisable to be concentrated not only on
language acquisition, accuracy and fluency as well as the massage sent by each member of the
conversation, i.e. the cultural origin of co-speakers. In order to be a successful intercultural
speaker the following tips should be mentioned: respect for other cultures, awareness of the
differences between the cultures, social skills to bridge differences, make a perfect contact. Since
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anyone arrived at a decision to improve his or her intercultural skills the opinion is proved to be of
great value: being open minded, having an ability to learn, being self-aware, not making any
speculations or arrogance.
Using a technology of working with video tasks in the classroom is one of the beneficial
approaches to develop communicative skills in EFL learners. Since they are films that make the
learner involved into the process of watching and comprehension of what is going on in the film,
what comes next and etc. Films act as a genuine upgrade and beginning stage for a scope of open
language exercises and techniques that can be rehearsed in pre-while and post-watching
exercises. In view of your interest group and understudy needs, you might decide to utilize a few
clasps from one or various movies, or you might choose to deal with the didactization of a whole
film for a few illustrations or a course. A wide range of showing techniques exist and they can be
adjusted them to understudies, as well as your educating and learning climate. The content of
videos may vary depending on the view of interest of the group and course needs. If the class
deals with specific field as law or medicine the context has to be dedicated to practical aspect of
the area to develop communication i.e. fluency in the particular topic or case. The short
educational videos or movies can be utilized in various ways to support conversation and
discussion on how we manage the intercultural aspects of correspondence. On the web you have
a lot of opportunities to track down additional materials either of authentic or adapted origin. The
significant thing here is to match the level of language skills in your group and the aim of the lesson
concerning intercultural correspondence. Video tasks as a tool support instructors to make the
learners to comprehend much easier and remember details. It concentrates the attention of the
audience and let the class to communicate quicker.
One of the positive sign of using video in EFL classroom is that it allows not only to pay
attention to sounds of the language but watch the div language, gestures and other non-verbal
communication. In addition to that, this kind of skill productively serves in video conferencing that
might be a part of someone’s job to do during the work in specific field of professional activity. Next
one, video messages save about 90 % of information and draw much more emotions compared to
reading text, particularly young learners. Excitement, worry, sadness, admiration, appreciation,
anger, fear, interest are types of human emotions that participate in memorizing information.
According to Swain, (2013) influence of both positive and negative emotions in language teaching
and learning allows a balanced conception into learner’s comprehension that leads to victorious
fluency in intercultural communication. [3]. Fredrickson, (2001) suggests that positive emotions are
reflected in thoughts, feelings and behaviors, can stimulate learner’s abilities and develop fluent
intercultural communication.
It should be mentioned that such kind of tasks demonstrates the productivity and efficiency
in results, When assessing the students’ work most of participants are given good and excellent
marks and are interested in the learning process. They try to imitate the language, gestures,
manners of the doctors towards the patient. Even doctor’s usage of national dialect with patient is
impressing.
The research in teaching process based on video tasks or films was estimated as
successful in 90% of EFL classes of TashPMI and is widely used there. 10% of the medical
learners (those with lower language level in English) reveal difficulties and passive participation at
watching video and doing a role play after that.
CONCLUSION
To conclude the topic of the paper it should be noted that most language teachers realize
the fact of importance of variety of teaching materials but apply them differently. A cute matching of
your students’ abilities and tasks choice make perfect the results. In general, language learners
find such kind of lessons interesting, motivating both in the classroom and out as it is significantly
important for developing students’ listening comprehension through intercultural communication in
spontaneous speech in multicultural discourse. The correlation between the classroom and real
communication stimulates students to learn and practice a foreign language effectively. Video
tasks are broadly recognized as more considerable for EFL students.
REFERENCES:
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