THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
5
EXPANDING VOCABULARY THROUGH THE USE OF AUTHENTIC
VIDEO MATERIALS IN EFL CLASSROOMS
Durdona Qambaraliyeva
Exact and Social Sciences university
https://doi.org/10.5281/zenodo.16519363
Abstract
Vocabulary acquisition plays a central role in developing communicative
competence in English as a Foreign Language (EFL) learners. Traditional
methods often rely on textbook vocabulary lists and rote memorization, which
may not reflect the dynamic and context-based nature of real-life language use.
In recent years, authentic video materials—such as movie clips, interviews,
vlogs, and news segments—have gained popularity as effective tools for
enriching vocabulary and providing learners with meaningful exposure to
language in context.
This paper explores the methods and benefits of integrating authentic video
content into English language instruction with the aim of enhancing students’
vocabulary acquisition in a more natural, engaging, and culturally relevant
manner.
Keywords
: authentic materials, vocabulary acquisition, EFL learners,
video-based learning, language exposure
1. What Are Authentic Video Materials?
Authentic video materials refer to audio-visual content that is created by
native speakers for real-life communication, not specifically for language
learning purposes. Examples include:
Film scenes
TV shows
YouTube videos
Documentaries
News broadcasts
Unlike scripted educational videos, authentic videos expose students to
natural speech, idioms, informal expressions, and cultural nuances—elements
that are often absent in traditional textbooks.
2. The Role of Authentic Videos in Vocabulary Acquisition
Authentic videos provide:
Contextual learning – Words are learned in real-life situations, helping
students understand usage, tone, and register.
Multimodal input – Visual cues, div language, and tone support
comprehension.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
6
Repeated exposure – Learners hear vocabulary multiple times across
different contexts.
Motivation and engagement – Interesting content increases learner
curiosity and willingness to engage with language.
3. Methods for Using Authentic Videos to Teach Vocabulary
A. Pre-Viewing Activities
Introduce 5–10 target vocabulary words before showing the video.
Use guessing games or matching exercises to activate background
knowledge.
B. While-Viewing Tasks
Ask learners to identify specific vocabulary items in the video.
Provide fill-in-the-blank transcripts where students complete the missing
words as they listen.
C. Post-Viewing Tasks
Word maps: Students create mind maps of new vocabulary.
Roleplay: Students use new vocabulary in dialogues or roleplay based on
the video.
Contextual rewriting: Learners rewrite a scene using synonyms or related
terms.
D. Vocabulary Journals
Encourage students to keep personal vocabulary notebooks, writing down
new words with meaning, example sentences, and pictures if possible.
4. Example: Teaching with a Short Movie Clip
Using a 3-minute clip from the movie The Pursuit of Happyness, the teacher
can pre-teach words like internship, shelter, determination, failure, and
opportunity. Students then watch the scene, discuss the character’s situation,
and reflect on how the words are used in context. This method combines
emotional engagement with linguistic input, leading to deeper vocabulary
retention.
5. Challenges and Solutions
Challenge Solution
Fast or unclear speech Use subtitles, slow playback, or repeat scenes
Vocabulary overload
Focus on 5–10 key words per video
Student difficulty in extracting meaning Use guided questions and visual
aids.
Authentic video materials are powerful tools for enriching EFL learners’
vocabulary through contextualized, meaningful, and enjoyable learning
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
7
experiences. By integrating these materials strategically—through pre-, while-,
and post-viewing activities—teachers can foster deeper vocabulary retention,
improve listening comprehension, and boost learners’ confidence in using real-
world English. With growing access to diverse media platforms, authentic videos
offer an accessible and effective solution for vocabulary development in today’s
language classrooms.
References
1. Harmer, J. (2007). The Practice of English Language Teaching. Longman.
2. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
3. Gilmore, A. (2007). “Authentic materials and authenticity in foreign language
learning.” Language Teaching, 40(2), 97–118.
4. Sherman, J. (2003). Using Authentic Video in the Language Classroom.
Cambridge University Press.
