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USED LITERATURE:
1.
Бадамбекқызы Зауре. «Ағылшын және қазақ тілдерінің салыстырмалы фонетикасы».-
Алматы, 2010.
2.
Mukhina VS. Age psychology: phenomenology of development, childhood, adolescence:
textbook for university students. - M., Academy, 2000.
3.
Filatova V.M. Methodology of teaching foreign languages in elementary and basic secondary
school: textbook for students of pedagogical colleges - Rostov n/D., Phoenix, 2004.
4.
Sinkevich G.S. Song on the English lesson // foreign languages in the school - 2002. - №1. - S.
50-54.
5.
Racok T.P. Work on poems in English lessons // Foreign languages in school. - 1999. - No. 2.
Q. 15-18.
ACQUISITION OF LEARNING ENGLISH THROUGH MOVIES
A. Kasymbekova
Senior teacher, International Kazakh-Turkish University after H.A. Yasavi, (Turkestan,
Learning English as a foreign language (EFL) is a difficult task. Traditional methods of
language learning such as textbooks, grammar drills, and memorization of vocabulary can be time
consuming and ineffective. To increase the efficiency of English language learning, innovative
methods have emerged, such as the use of films and television serials. This paper will examine
the various ways in which films and television serials can be used to facilitate the learning of
English by EFL students.
Nowadays life in the modern world is almost impossible without minimum foreign
languages. More and more people want to learn foreign languages. We know that about
1,100,000,000 people in the world currently speak English, and 400 million of them use it as their
first language. The number of people who want to study it is constantly growing in the world. In
addition, English is the language of international communication, and if you know English, you
will be understood in any country in the world. Many people want to learn English. There are
many ways to study it, but not every one of them allows us to master the skills of living modern
colloquial speech.
Some researchers of the methods of languages express their opinion towards the movies.
According to Ismaili M., one of the effective ways of teaching English as a Foreign Language
(FFL) is by watching movies. Media especially movies help learners to get interested in language
and have fun. It also impacts to enhance their language skills[1]. In accordance with Tognozzi E.,
watching movies have some advantages, since they can capture learners’ attention in the target
language. Visual images of the film will motivate the learners' perceptions directly [2].
Lehrer, & Simon suggest that movie fragments help learners enhance memory and recovery
of information in reading and listening. Cause, they will try to use words and word combinations
in their daily life which they learned in watching movies [3].
Watching movies and series in English is one of the most enjoyable ways to learn English.
We just lie on the couch, watch a nice movie and learn English. This is true if learners are fluent
in the language and understand English as well as their native language. If they are just learning
the language, they will have to work a little.
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L.B. Sadovina states that this method of learning is not good for everyone. It will be
appreciated by visuals - people who remember the maximum amount of information, perceiving
images. The level of language proficiency is not so important. Video materials are used in the
learning process as one of the types of technical teaching aids that provide the function of
transmitting information, as well as receiving feedback in the process of its comprehension and
assimilation with the aim of subsequent development of certain skills and competencies in students
[4].
The use of films in the learning process changes the nature of the traditional lesson, makes
it more lively and interesting, helps to expand the general horizons of students, enrichment of their
language stock and regional knowledge. According to O.I. Barmenkov, "Despite a certain progress
(using the Internet, various programs, etc.), one of the difficulties of learning a foreign language
is limited abilities as to communicate with native speakers and use conversational skills outside of
school. Therefore, an important task of the teacher is to create real and imaginary situations of
communication in a foreign language lesson using various methods of work. One of the importance
of viewing movies is the acquaintance of schoolchildren with the cultural values of the people who
are native speakers. For this purpose, authentic materials are of great importance - videos and
movies. Their use contributes to the motivation of students' speech activity" [5].
The use of movies and TV shows in the original will be a good motivator, because you can
watch exciting videos in between monotonous grammar exercises and cramming.
Watching videos in English is one of the best ways to improve your English listening
comprehension. If at first it is difficult to catch what the characters in the video are saying, use
subtitles. Paying close attention to at least 15-20 every day, then in a couple of months you will
begin to understand the phrases of the characters even without subtitles. So, learning English from
TV shows and films helps to “teach” your ears to different accents and intonations of speech.
While watching a series or a movie, you can significantly expand your vocabulary. You will
guess the meaning of many words from the context, remembering when to use new vocabulary. In
doing so, you use the best way to learn words and expressions - in context. You can see in what
situation the video characters use certain phrases and words, so later you will know when and how
to use the knowledge that you gained.
The characters in the video speak like normal native speakers. They use colloquial
abbreviated forms of words, phrasal verbs and slangs in their speech. Therefore, if you want to
understand English in a normal communication environment, we advise you to watch movies and
TV shows.
Methodology of the study
The study was conducted at the school gymnasium after Ataturk in the city Turkistan. A
survey was made, consisting of 6 main questions. The survey involved among 15 students, in the
9th grade who were asked to answer these questions. I composed 2 types of questions, in Kazakh
and English languages. The students answered the following:
№ Questionnaire survey:
Сауалнамаға қойылатын сұрақтар:
1
How long do you study English?
Ағылшын тілін қанша уақыттан бері
үйренесіз?
2
Do
you
study
the
language
additionally?
Сіз тілді қосымша оқисыз ба?
136
3
Do you think watching movies and
series in English can help you learn
the language?
a) Yes b) no c) don't know
Ағылшын тілінде фильмдер мен сериалдар
көру тілді үйренуге көмектеседі деп
ойлайсыз ба?
а) Иә ә) жоқ б) білмеймін
4
How often do you watch movies and
series in English?)
a) often b) don't watch
с) sometimes
Сіз ағылшын тіліндегі фильмдер мен
сериалдарды қаншалықты жиі көресіз?)
а) жиі көремін б) көрмеймін
c) кейде
5
What do you prefer to watch in
English?
a) Movies b) series
с) cartoons
Ағылшын тілінде не көргіңіз келеді?
а) фильмдер б) сериялар
с) мультфильмдер
6
What do you think, what exactly will
help you to watch movies and series?
a) to expand your Vocabulary
b) to learn a foreign culture
c) to develop your English
Қалай
ойлайсыз,
ағылшын
тілінде
фильмдер мен сериалдар көру нақты не
үшін көмектеседі?
а) сөздік қорын дамыту
б) шетел мәдениетін үйрену
с) ағылшын тілін дамыту
Table 1. Questionnaire survey
.
Beneath is the sample screenshot of the students
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Analysis of the survey:
№
Questionnaire survey:
Answers according to the survey
1
How long do you study English?
All the students started from the 1st grade
2
Do
you
study
the
language
additionally?
5 students go to the language courses
10 don’t study
3
How often do you watch movies and
series in English?)
a) often
b) don't watch
с) sometimes
a) often - 3
b) don't watch - 5
с) sometimes – 7
4
What do you prefer to watch in
English?
a) movies
b) series
с) cartoons
a) movies - 4
b) series - 5
с) cartoons – 6
5
What do you think, what exactly will
help you to watch movies and series?
a) to expand your Vocabulary
b) to learn a foreign culture
c) to develop your English
a) to expand your Vocabulary - 7
b) to learn a foreign culture - 3
c) to develop your English – 5
Table 2. shows the result of the survey.
After the survey, the students had to choose one of the movies which I offered them. They
were:
1. Home alone
2. Extra English
3. Friends
4. Jungle
5. Shrek
The students chose the movie Extra English since it was a new and interesting video for
them. Before watching it I made a brief introduction about the film to get motivated the students
in the film.
Students were invited to view fragments which lasted 20 minutes (according to the
recommendations of L. V. Sadovina [6]. The students preferred to view the film with subtitles,
because it is much more beneficial to watch videos with subtitles in the language being studied,
and not in their native language. Gradually, students will begin to understand the words of the
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characters without the accompanying text. To understand the plot of the film better learners should
connect subtitles.
Before viewing the episode of “Extra English”, the students had the task to note some new
words or word combinations while watching. As I have mentioned above taking notes on some
new words or word combinations while watching helps the learners in the future to use new
vocabulary in class with a teacher or in a conversation with a foreigner. While watching, I didn’t
expect that the students viewed it with great interest and tried to note some new word phrases
which the film focused on with a pause.
After watching the film we placed the students randomly into two teams to play a game.
Their task;
a) to write the words or word combinations as possible as they can. The words which are
related to film on the poster
b) to use the words which the students write on their poster and imitate them with the correct
pronunciation as the characters do.
Picture 1. The 1st group’s poster
Picture 2. The 2nd group’s poster
In conclusion, we didn’t expect that the whole group would enjoy the movie and work
together. As we see from the poster, both team’s students worked with enthusiasm, even weak
students tried to imitate the words as the characters do. After the activity with the poster, I
139
suggested the students to imitate the words as the characters did. According to this task students
which consists of 15 people, managed it. 60% of students were capable to imitate the word phrases
as the characters uttered. 25% of them pronounced good as for 15% tried to do their best not to
frustrate their group. At this point, they increased both their vocabulary and pronunciation. After
analyzing our results, we were absolutely sure that watching movies really works to improve
English. The group came to the conclusion this method of teaching is interesting and effective, in
comparison to cramming in textbooks.
REFERENCES:
1. Барменкова О. И. Использование видеоматериалов для формирования
коммуникативной компетенции учащихся на уроках английского языка // Эксперимент и
инновации в школе. - 2011. - № 5. - С. 75-79.
2. Ismaili, M. The Effectiveness of Using Movies in the EFL Classroom – A Study Conducted at
South East European University Merita, Academic Journal of Interdisciplinary Studies, Sapienza
University of Rome, (2013). 2(4), retrieved from
https://www.mcser.org/journal/index
php/ajis/article/view/114/270
3. Kalra R. The Effectiveness of Using Films in the EFL Classroom: A Case Study Conducted at
an International University in Thailand // Arab World English Journal (AWEJ)-2017.-Vol.8.-№3.-
P.289-301.-URL:
https://www.academia.edu/34854845/The_Effectiveness_of_Using_Films
_in_the_EFL_Classroom
4.
Леонтьева Татьяна Павловна, Нетрадиционные методы обучения иностранным языкам в
вузе: материалы респ. Конференции, 1995/6, стр.56
5.
Pezdeck, K., Lehrer, A., & Simon, S. The Relationship between reading and cognitive
processing of television and radio. Child Development, (1984). 55, 2072-2082.
6.
Садовина Л.В. Применение видеоматериалов в процессе обучения английскому языку,
Йошкар-Ола ГБУ ДПО Республики Марий Эл «Марийский институт образования» 2016 p.
6
CRITICAL THINKING TECHNOLOGY – IN CLIL TEACHING PROCESS
Serimbetova R.A.
Kazakhstan, Astana
Senior Teacher of K.Kulazhanov
Kazakh University of Technology and Business
Abstract.
This article highlights the importance of integrated subject and language teaching. CLIL
(Content and Language Integrated Learning) - learning a second language through an integrated
program. Today it is the main tool for the formation and implementation of multilingualism. The
term was first coined by David Marsh. It has a dual purpose: the first is to master the subject; the
second is mastering a foreign language (as a second language). There are also effective ways to
use the strategies of critical thinking through reading and writing, such as "Jigsaw", "Six thinking
hats", "Value Line", "Snowball", "A visit to the Picture Gallery".
CLIL technology has gained widespread use worldwide due to its versatility and easy
adaptation to all foreign languages, age categories of students and their level of language training.
Features of the CLIL technology are: - simultaneous dual orientation of the learning process
