Актуальные научные исследования в современном мире iscience. In. Ua

«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
 
SCIENCECENTRUM.PL 
ISSUE 3 
ISBN 978-83-949403-3-1 
40
watch video materials is that they are interesting and stimulating because of their 
innovative features such as sound effects and vivid scenes, as Van Duzer (1998) 
claims that students listen to relevant and interesting things for them which keep 
their motivation and attention high. As a result, language learners are determined to 
acquire knowledge as well as reinforce their efficiency of language learning to a 
tremendous degree. 
Secondly, video materials are of uttermost importance to facilitate the 
development of EFL skills effectively. It is common knowledge that videos include 
dialogues from native speakers; thus, watching them enhances the learners‘ 
reading and speaking skills. Doing a number of activities after watching the video 
contribut
es to the students‘ better speaking and writing skills. In addition to these 
skills, students‘ pronunciation and intonation also can be improved.
Another huge benefit of video materials is that they provide learners with 
authentic materials. As Katchen, J.E (1996) emphasizes movies and TV programs 
are made for native speakers, so in that sense video provides authentic language 
input. Most importantly, authentic materials (commercials, reality TV shows, movie 
scenes or any kind of TV programs) allow students to be familiar with the aspects of 
communications such as body language, eye contact, gestures, mimes and many 
others which are useful to understand the foreign language deeply. 
Furthermore, using video materials in the classroom enables students to 
learn the culture, habits, lifestyles and values of native speakers. By watching 
authentic video materials such as movies, soap operas or TV programs learners 
acquire more genuine cultural background information, foster cultural awareness, 
cultivate English way of thinking and consequently reach to a near-native English 
proficiency. In addition, video materials allow students to see how language is used 
to depict the realistic circumstances in life which is totally distinct from the traditional 
EFL teaching materials. Due to these factors, students put themselves in the vivid 
atmosphere and comprehend the pragmatics of the language. 
From methodological point of view, in order to reach successful results 
students have to watch video materials actively, take part in the activities carried out 
by the teacher and set up a number of projects or activities such as role plays, 
interviews, discussions, reports and etc. When selected carefully and used 
appropriately, video materials are of great help to improve students‘ comprehensive 
linguistic competence, provide students with enormous amount of authentic 
language as well as information about cultural and social background of English 
speaking countries. 
REFERENCES 
1. Christine Canning-Wilson & Julie Wallace (2000) Practical Aspects of Using 
Video in the Foreign Language 
2. Hemei, J. (1997) Teaching with Video in an English Class, Journal of English 
Teaching Forum, vol.35-2, pp. 45-47 
3. Katchen, J. E. (1996) Using authentic video in English language teaching: Tips 
for Taiwan‘s teachers. Taipei: The Crane Publishing Company, Ltd Video in 
ELT
—Theoretical and Pedagogical Foundations. Proceedings of the 2002 KATE 
(The Korea Association of Teachers of English) International Conference
(pp. 256-259) 

---