343
Overt grammar teaching means that the teacher actually provides the pupils with grammatical
rules and explanations, the information is openly presented in other words. Some techniques for the
presentation of new language – for example where the teacher explains how Present Simple questions
need or does – are extremely overt. So with overt teaching we are explicit and open about the grammar
of the language but we simply get pupils to work with new language and hope that they’ll more or
less subconsciously absorb them to acquire the language as a whole.
Which kind of grammar teaching is best? Should we just practice using the language and hope
that the grammar “rubs off” on the pupils? Or should we practice using the language and also form
time to time draw pupils’ attention to the language’s formal grammatical characteristics? Should we
teach grammar at all? In recent years the emphasis has shifted away from the teaching of grammar.
Teachers have concentrated on other issues, such as how people learn languages and what they want
to say. Many teachers and writers discussed these questions and gradually created a new way of
looking at teaching called communicative approach. Two of the main issues in the communicative
approach were the teaching of language functions and the use of communicative activities. Together
with these issues a distinction has been made between acquisition and learning language functions.
Some people felt that teaching the grammar of the language didn’t necessarily help people to
understand the language. Just because, for example, somediv knew the verb
to be
, it didn’t mean
that he or she would be able to use it to introduce themselves or others. Language is used actually to
do things, to perform certain functions, like apologizing, introducing, suggesting, expressing, likes
and so on. Instead of teaching grammar, we should teach functions. The problem, of course, is that
the sentences that perform functions are made up of grammatical elements. Even the simple
introduction “ I’m John and that is Mary” is made up of the grammatical elements , the verb
to be
and
a demonstrative pronoun. Courses based only on teaching functions ( at beginner and elementary
levels) run into the problem that pupils have to know grammar to perform functions – but grammar
is often not being taught. There is now a general feeling that pupils need to learn how to perform the
function of language, but they need a grammatical structure and then get pupils to use it as part of a
functional conversation. An example of this would be the pupils learning the
going to
future.
LITERATURE:
1.Roberts P. English sentences. New-York, 1962.p.7
2.Rixon S. English Teaching Forum, №70, 1984.p.
THE USE OF VIDEO MATERIALS IN IMPROVING STUDENTS’ LISTENING AND
SPEAKING SKILLS
Tatyana Koyshekenova, a senior teacher of English and
Literature department, Uzbekistan
Nilufar Muratbaeva, a 4
th
–year student of English and
Literature department, Uzbekistan
Using video materials plays a crucial role in effective communication and understanding in
various aspects of life. Effective listening and speaking can lead to better communication, stronger
relationships, and improved understanding. Video materials and resources can be a valuable tool for
enhancing listening and speaking skills, as they provide visual and auditory stimuli that engage
learners and help them practice active listening and speaking. The given article deals with some
aspects of using video materials in teaching English as a foreign language. Video material stimulates
students’ interest, expands their knowledge of the linguistic and cultural features of the language
being studied, and also provides effective material for the subsequent discussion. Using videos in
teaching a foreign language opens up ample opportunities for the teacher and students in mastering
the language and foreign culture. Visual information allows students to better understand and
consolidate factual information, activates attention and memory, contributes to the development of
listening and speaking skills.
344
In this article, we have explored the benefits of using video resources to improve listening and
speaking skills and provide recommendations for incorporating video resources into learning
environments.
Benefits of using videos in improving listening and speaking skills:
1. Visual and Auditory Stimulation: Videos provide a multisensory experience, engaging
learners through both visual and auditory stimuli.
2. Real-life Context: Videos often depict authentic conversations, interviews, and scenarios,
allowing learners to practice listening in real-world contexts.
3. Exposure to Different Accents and Dialects: Videos featuring speakers from different regions
and backgrounds help learners improve their ability to understand various accents and dialects.
4. Vocabulary Expansion: Videos expose learners to a wide range of vocabulary in context,
helping them expand their language skills.
5. Non-verbal Cues: Videos capture non-verbal cues such as facial expressions, gestures, and
div language, enhancing learners' understanding of the message being conveyed.
The success of teaching English through video depends on preparing students for the perception
of a video. The expansion of international relations and the entry into our market of British and
American teaching and methodical complexes, including video fragments, video lessons,
significantly expanded our possibilities in using audiovisual techniques. In the event that the video is
an attachment to a British or American educational complex, the teacher can use the technology of
its application developed by foreign methods and described in teacher's book. In this case, video is
an effective means of teaching a foreign language. Together with the English educational complexes
there is a large number of feature films.
News programs, adverts, comedies, documentaries, dramas, academic lectures are available in
digital format via the internet. Most of these resources weren’t originally created as teaching
materials. So it serves a real-world communicative purpose. Some materials are authentic resources
adapted for language teaching. Authentic material not originally produced for ELT purposes, but
adapted to different grades [4, 139-146].
There are some positive characteristics of using video in the process of learning foreign
languages: the class does not require dimming, and therefore, the contact of teacher with learners is
continuous; video provides the possibility of using different modes of operation, e.g. freeze frame,
using only video track (with audio track turned off) etc.; videos can easily be used for different types
of work: individual, pair, group, collective [7]; video equipment allows to split movie into desired
number of clips, depending on the objectives of individual needs and characteristics of learners to
continue working with each clip separately [2, 188-189].
When teaching the perception of speech by ear, it is necessary, first of all, to develop aural skills
and speech hearing with the support of native speakers. And in this case, it is the authentic audio
video texts that allow the students to hear the speech of the native speakers, which reflects the living
reality, the peculiarities of the national culture. Most importantly, the authentic material provokes the
students' cognitive interest, the willingness to discuss problems, and, therefore, contributes to their
motivation to learn a foreign language. If the learner perceives foreign speech, then he begins to
realize that all his efforts spent on learning a foreign language were not in vain. Thus, the main task
of the teacher at the stage of work with authentic material is the selection of audio or video material
that would be interesting, informative, accessible to understanding, corresponded to the modern
reality of a foreign language society and would create favorable conditions for mastering new regional
information, behavior of native speakers, would facilitate their familiarity with the people's way of
life, its culture [1, 25-29].
Some teachers think that watching videos in EFL classroom is more entertainment than
education. However, if we consider video as a text (a source of information) and we make a lesson
using it that helps learners develop language; we can use video resources to capture learners’
attention. Video materials should be accompanied with support for language learning.
Full-length videos (which demand disruption with discussion, writing and vocabulary) and
video clips can be very useful in teaching English as a foreign language. However, it is important to
345
consider beforehand what we want our students to learn from the videos. We’ll also need to plan how
we can help our students learn. In planning to use video, the following three stages should be
considered:
Stage 1: Provide questions that focus students on what you believe is important in the video.
Think over why you have chosen this video, and what you expect they will learn from watching it.
Questions or prompts can be written on the board or worksheets that are handed out in class.
Stage 2: Watch the video in class. Stop the video to draw students’ attention to something you
consider important to them.
Stage 3: Discuss as a class or in small groups the students’ answers to the questions you gave
them [3, 152-153].
Nowadays, students are very much visual learners. The quick spread of internet access makes
the use of video in the classroom much more effective and interesting. Video is a medium which is
in some way replacing printed materials.
In this article we have tried to recommend effective video resources for young teachers:
1. TED Talks: TED Talks feature engaging speakers on a wide range of topics, providing
learners with interesting content to practice listening skills.
2. News Broadcasts: Watching news broadcasts in different languages or accents can help
learners improve their listening comprehension and vocabulary.
3. Language Learning Apps: Apps like Duolingo and Babbel offer video lessons that combine
listening speaking practice with interactive exercises.
4. Online Courses: Platforms like Coursera and Udemy offer video-based courses on various
subjects, allowing learners to improve their listening and speaking skills while gaining new
knowledge.
5. YouTube Channels: There are numerous YouTube channels dedicated to improving listening
skills, such as BBC Learning English, TED-Ed and etc.
While the growth of online content, social networking, and multimedia production tools have
all helped educators reconsider how students should consume, discuss, and demonstrate mastery of
content, only the dramatic increase in video availability has led directly to the "flipped classroom"
movement.
And with an increasing focus on making more Internet connection available at educational
institutions and at home, there is a sense that we are only beginning to explore video's true educational
possibilities [6, 17-24].
Authentic video materials have great potential for solving learning and educational tasks when
properly organized by teachers. With very informative material, they create an atmosphere of real
linguistic communication and are able to ensure the successful perception of foreign speech by non-
native speakers, and increase the motivation of students to study a foreign language.
To conclude, video resources can be a valuable tool for improving listening and speaking skills,
offering visual and auditory stimulation, real-life context, and opportunities for repetition and review.
It is important for educators and learners to select high-quality video resources that cater to their
specific needs and interests. The use of videos in improving listening and speaking skills is a valuable
and effective approach that can benefit learners of all ages and proficiency levels.
REFERENCES:
1.
Елухина Н.В Преодоление основных трудностей понимания иноязычной речи на слух
как условие формирования способности устно общаться // Иностранные языки в школе. 1996.
№ 4. С. 25-29.
2.
Комарова Ю. А. Использование видео в процессе обучения иностранному языку в
средней школе // Методики обучения иностранным языкам в школе. СПб: КАРО, 2006. С. 188-
203.
3.
Савицкая Н.С., Даниленко Р.М. Использование аутентичных видеоматериалов при
формировании навыков говорения на занятиях по иностранному языку // Филологические
науки. Вопросы теории и практики. Тамбов: Грамота, 2011. №2(9) С. 152-153.
346
4.
Ivanovskaya I.P., Nefyodov O.V. Teaching foreign languages to nonlinguistic students in
non-authentic environment // Приоритеты мировой науки: эксперимент и научная дискуссия
Материалы VIII международной научной конференции. Научно-издательский центр
«Открытие». North Charleston, SC, USA, 2015. С. 139-146.
5.
Nefyodov O.V. Student motivation in learning a foreign language // Humanities and Social
Sciences in Europe: Achievements and Perspectives, 1st International symposium Vienna, 2013. P.
259-264
6.
Willis D. The potentials and limitations of Video // Videoapplications in ELT. Oxford:
Pergamon Press, 1983, pp. 17-24.
7.
http://hmbul.bmstu.ru/articles/89/89.pdf
8.
http://ddeubel.edublogs.org/files/2011/06
THE USE OF MOBILE APPS IN TEACHING AND LEARNING ENGLISH
Tatyana Koyshekenova, a senior teacher of English and
Literature department, Uzbekistan
Jayna Sultangalieva, a 3
rd
– year student of English and
Literature department, Uzbekistan
The need to learn a foreign language becomes a fashionable trend or additional educational
baggage of the individual, but the objective reality and the introduction of innovative educational
technologies for rapid and effective learning of a foreign language is the key to the needs of every
citizen of our republic. The article discusses the issues to effective use of mobile applications (apps)
in the process of teaching a foreign language, their impact on improving the quality of students'
knowledge, ways to effectively implement and test this aspect through innovative forms of education.
Online collaboration and mobile learning have had a significant impact on English language
teaching in recent years. Students can access online dictionaries, grammar resources, and multimedia
content, and teachers can find and share lesson plans, activities, and teaching materials with
colleagues around the world. Online collaboration tools have made it easier for students and teachers
to communicate with each other, regardless of location [5; 117]. With platforms like Zoom, Skype,
Google Meet and etc. teachers can hold virtual classes and meetings, and students can practice their
language skills with native speakers from around the world.
The use of additional electronic learning systems, such as mobile applications, provides a
solution to a number of problems related to the methodology of teaching a foreign language to
students. At the moment, there are approximately 1,5 – 1,6 billion mobile devices, which in turn
indicates the use of desktop computers is no longer so relevant and convenient for today's youth.
Among the most popular educational applications in the field of learning foreign languages are:
LinguaLeo, Duolingo, Babbel, Rosetta Stone, Memrise, Easy Ten, Puzzle English, Google Polyglot,
etc. Mobile devices or apps are rapidly developing in technical terms: speed, reliability, and
modernity. Almost everyone has them, even young children. This is a good tool for accessing
information over the Internet, but not everyone uses this feature. The reason is that educational and
cognitive motives are not in the first place, but rather entertainment.
Using mobile phones in language learning is a valuable teaching method. Mobile learning helps
students to improve their literacy and numeracy skills and to recognize their existing abilities.
Learning English without help from anyone else can be a challenging task, but it is quite possible and
easy if a student has the necessary tools. Now, anyone can learn English by themselves. There are
many ways students can use to improve their reading, speaking, writing and listening skills.
English learning app is one of the best ways to master English. By using a language learning
app to learn foreign languages, students will save time with everything at their fingertips, whenever
they decide. So, with the arrival of English language learning app and their constant evolution, the
teaching of English is not limited to the classroom and almost anyone can study foreign languages
or learn languages online from the comfort of their home or the place they prefer. As we have
mentioned, mobile applications can be used in various ways: both in English classes and for
