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THE MAIN ROLE OF AUTHENTIC VIDEO MATERIALS IN TEACHING
Panjiyeva Sevara student of Uzbek State World
Languages University scientific advisor: Ass. prof.
Saidova M.S.
Abstract:
The problems of learning foreign language material, including hearing and
speaking, are discussed in this article, as well as the desires, objectives, and role of
actual video, which involves the development of integrated talents. The research also
provides the criteria for selecting curriculum-relevant video. Authentic videos, on the
other hand, have a bigger impact as the language skills of higher-level learners grow.
Keywords:
foreign language, listening, vocabulary, grammar, pre-viewing,
communicative competence, didactic tools, video materials
Undergraduates are taught how to speak in such situations utilizing real-life video
resources. Genuine materials expose students to a wide range of articulations, phonetic
shifts, sounds, speaking rates, and pitches, which is especially useful in inspiring
undergraduates to pay attention to real-life verbal communication settings. These
materials are particularly appealing because they incorporate a number of medial
elements while also catering to a wide range of talents.
Authentic films not only educate students about the culture of the language they
are learning, but they also stimulate their interest and encourage them to learn. Although
there is a lot of study in the international literature on the impact of various types of
authentic material on language development, there is very little research on the
relationship between the development of foreign language knowledge and the usage of
authentic material.
The goal of this study is to see how realistic video material affects B1 students'
English language development.
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Therefore, the paper aims to explore the possibilities of using authentic video
material to improve learners' professional communication in English. The realization of
this goal involves solving the following tasks:
1)
to show the peculiarities of using authentic video material, its advantages,
disadvantages and challenges;
2)
justify the criteria for selecting the authentic video, resources and types of video
materials that can be used in teaching at B1 level;
3)
to outline the most important work steps with authentic video material and to point
out their special features.
By working with authentic video material, different goals can be achieved
depending on the task of the class. These goals include: expanding vocabulary
(introducing new words and phrases or summarizing previously learned words and
phrases); Development of listening comprehension (learning to understand the language
of native speakers); Grammar study (presentation of new material or summary of
already learned grammar material); pronunciation work (pronunciation of certain
sounds, imitation of intonation); Introduction to the communicative situation and
expansion of the professional knowledge of the students etc.
Video is a powerful tool in today's classroom. It provides a strong context in which to
teach English. Sense brings the outside world into the classroom and reality into the
classroom. Video also offers all the paralinguistic features of language that only audio
can offer. The success of teaching a foreign language via video depends on preparing
students to perceive a video.
While teaching speech perception by ear, it is first necessary to develop listening
skills and speech comprehension with the support of native speakers. And in this case,
it is the authentic audio-video texts that allow students to hear the language of native
speakers, reflecting the living reality and peculiarities of national culture.
We now have access to video greater than ever. Information applications,
advertisements, comedy, documentaries, dramas and academic lectures are available in
virtual form over the internet. Maximum of these resources had been no longer initially
Topical issues of language training
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crated as study room materials. So it serves an actual communicative reason. A few
materials are authentic sources appropriate for language teaching. Genuine fabric not at
the beginning made for ELT functions but tailored to diverse grades.(Ivanovskaya I.P.,
Nefyodov O.V.2015. 139-146p)
When coaching speech belief via ear, it's far first important to expand listening
abilities and speech comprehension with the help of local speakers. And in this case, it
is the real audio-video texts that allow college students to hear the language of local
speakers, reflecting the dwelling truth and peculiarities of country wide way of life.
Principally, genuine fabric wakens the scholars' cognitive hobby, their willingness to
talk and accordingly contributes to the inducement to research a overseas language.
While the learner perceives a overseas language, he begins to comprehend that every
one his efforts to research a foreign language were now not in van. Consequently, the
main task of the teacher at the level of running with genuine fabric is pick out audio or
video cloth that is exciting, informative, understandable, corresponds to the
contemporary truth of a overseas-language society, and creates favorable conditions for
handling new areas records might behavior of local speakers to help them turn out to be
familiar with the way people stay and their lifestyle. (Elukhina N.V 2000. 2529p)
To conclude,
the video serves as a good dynamic visibility to practice speaking
in another language and to create situations of such communication in the classroom.
The students dramatize the dialogue heard on the screen and act it out in roles. The
videos can be very useful when teaching English as a foreign language. In order to use
video as effectively as possible in the process of foreign language teaching, the
advantages of this training tool must be highlighted: availability of video; the possibility
of a more active creative activity of the teacher; use of different operating modes; video
materials can be easily used for different types of work: individual work, pair work,
group, collective.
References
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