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UTILIZING AUTHENTIC VIDEO MATERIALS AS A MEANS OF
DEVELOPING LEARNERS’ SOCIOCULTURAL COMPETENCE
M.Djumanazarova
master student of NSPI
https://doi.org/10.5281/zenodo.14829864
“Authentic texts are actually original texts, which are written by a native
speaker for native speakers... This is the category that is usually interpreted as a
semiotic space, which is a multi-level holistic formation, as a result of reflecting a
certain fragment of reality using a certain sign system...” [3; P.29].
By authentic video material we mean video recordings predetermined for
native speakers (combining visual and audio), which contain linguistic and
extralinguistic information from spheres of social life and represent the action of
language as a means of professional communication in the natural environment.
Video material has the advantage that it combines various aspects of the act
of verbal interaction, in contrast to audio or printed text, which can have
significant informative, educational, educational and developmental value. In
addition to the content side of communication, video material captures visual
information about the location of the event, the appearance and non-verbal
behavior of the participants in communication in a specific situation, often
determined by the specific age, gender and psychological characteristics of the
speakers.
Utilizing video in lessons helps solve the following problems: [2; P.19]
• Increasing learning motivation;
• Intensification of training;
• Activation of students;
• Independent work of students;
• Improving the quality of students' knowledge.
In modern science, there are various classifications of video materials that
propose grouping the named video materials depending on specific factors. The
most common typologies are:
Let's present the classification of video materials into 5 types [1; pp. 21-22]
1) by the type of video material:
• authentic (video materials created by native speakers and not intended
for educational purposes);
• educational (artificially created video materials for solving specific
educational problems);
2) through information channels:
• authentic video materials (visual perception of information):
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table, graph, diagram, letter, printed text (monologue, dialogue, polylogue,
etc.);
• authentic audio materials (auditory information):
audio recordings of poems, stories, songs, fairy tales, rhymes, dialogues,
radio broadcasts, etc.;
• authentic audio-video materials (visual and auditory
perception): videotapes or other digital media with recordings of television
programs and video materials, films, CD-ROMs, etc.;
3) by means of presentation:
• authentic materials presented using technical teaching aids: video
materials (TV shows, programs, etc.),
computer programs, Internet resources, etc.;
• other materials presented without the use of technical teaching aids;
4) for the purposes of application in the educational process:
• materials predetermined for teaching communication (formal and
informal dialogues): interviews, surveys, telephone conversations, etc.;
• materials predetermined for the formation of background knowledge
(sociocultural, linguistic and cultural studies): video materials, newspaper texts,
maps, etc.;
5) by the role in the educational process:
• basic materials that can form the basis of the educational topic, for
example, texts;
• auxiliary materials: diagrams, graphs, statistical tables, etc.;
• accompanying materials that do not require teaching materials and
used as applied materials: video cassettes, DVDs, CDs, texts, newspapers,
magazines.
Utilizing video develops various aspects of learners’ mental activity,
primarily attention and memory. When watching a film, students have to make
some effort to comprehend its content. In teaching a foreign language, video
materials are used not only for teaching listening, but also for creating dynamic
visibility in the process of teaching and practicing foreign language
communication, creating situations for such communication in a classroom and
forming the audiovisual sphere of learning a foreign language.
Video materials stimulate interest, provide an example to follow (speech
and behavior in a specific communication situation), expand learners’
knowledge about the country of the language being studied, and also highly
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motivate statements about themselves, their life circumstances and interests,
and provide excellent material for discussion.
To sum up, based on the use of video materials, a great opportunity is revealed
for developing the creative potential of learners, in particular the development
of imagination and forecasting situations based on real life events.
Reference:
1.Barmenkova O.I. Video lessons in the system of teaching foreign speech //
Foreign languages at school - 2011. - No. 3. - 274 p.
2. Kosacheva I., Kosacheva Y. Using authentic video courses in teaching English
// First of September. English language / I. Kosacheva – 2012. - No. 3. – 143 p.
3.Mitina A.M., Novojenina E.V. Using authentic video material in foreign language
classes in the formation of the professional competence of a modern specialist
// Higher education today. - 2012.- No. 12. – 205 p.
