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The use of television in teaching a foreign language
Intensive penetration into the practice of educational institutions of new sources of screen presentation allows us to single out and consider the video method as a separate teaching method. The video method serves not only for presenting knowledge, but also for their control, consolidation, repetition, generalization, systematization. The method rests primarily on the visual perception of information. Modern means of video information allow emphasizing, highlighting the most important places, thereby creating favorable conditions for mastering not only the video sequence, but also its structure, animation used in teaching for visual and figurative disclosure of difficult topics has especially rich opportunities. / 10 /
The active and appropriate use of television greatly contributes to the optimization of the management of the content and the learning process.
The following methodological methods can be used in educational work:
- audiovisual illustration of the content of speech statements and individual samples;
- creation of thematic and other visualization to stimulate students' foreign language statements.
The audiovisual illustration of speech utterances and individual samples is entirely based on the pictorial possibilities of television. Photographs, drawings, tables, transparencies, pantomime, sketches, sketches and film frames can be successfully used. The use of television illustrations is necessary both when presenting new material and when working with it. / 8 /
Thus, the use of the video method can be very effective if used appropriately and rationally in achieving the strength of knowledge in teaching a foreign language. /Appendix 6/
DVD as a learning tool
DVD is a modern means of teaching a foreign language. Might be great for display purposes.
The most difficult type of listening is the listening comprehension of a foreign language of authentic colloquial speech, that is, speech characteristic of native speakers and not intended for educational purposes. Communication with a foreign language interlocutor occurs due to the possession of a complex of speech, grammatical, phonetic, lexical skills and abilities of various levels and registers by students of a foreign language.
Outside the natural language environment, dialogues and polylogues of feature films can serve as an example of authentic colloquial speech of informal foreign language communication.
Taking into account the duration of a feature film, which averages 1.5 hours, the huge language material, the complexity of understanding both its form and content, we consider the use of the entire feature film to be extremely cumbersome and ineffective. Productive, in our opinion, is working with excerpts containing dialogues and polylogues as models of speech acts. / 11 /
It should be noted that the use of fragments from feature films in the process of teaching listening has a number of advantages compared to the use of audio recordings, because the video complements the audio and contains such important non-verbal information as facial expressions, articulation, and gestures. The context and conditions of communication are also of particular importance. This is due to the fact that colloquial spontaneous speech is largely mediated by external factors that affect both the topic of the conversation and the language means used by the communicants. The study of listening processes shows that even with double listening to the text without visual supports, the level of understanding is significantly lower than with a single perception of the video document. / Appendix 24 /
The main didactic tools for presenting video documents are still video players with cassettes as an information carrier. However, what seemed technical perfection a few years ago, today seems inefficient and low-productivity. Video cassettes and video players are unconditionally giving way to digital storage media and digital media readers and playback devices, which are more compact in size and much more convenient in terms of user interaction with information. The methodological advantages of digital technologies are noted by a number of authors: “Before traditional audio and video cassettes, CD-ROM is distinguished by digital recording quality, almost unlimited use time, ease of finding the right fragments and a number of other advantages .”/ 19/
To date, the most modern means of playing digital video is DVD. It should be noted that this form of digital multimedia is not a special methodological tool. However, we see that its technical characteristics have a significant didactic potential, which allows it to be considered as a means of increasing the effectiveness of teaching foreign language communication. For teaching foreign languages, the following technical characteristics of the DVD seem to be the most significant:
the ability to use multiple audio tracks in different languages;
seamless switching from one language to another;
use of subtitles in different languages;
combining languages with audio and subtitles;
slowing down the pace of video and audio playback;
acceleration of the tempo of video and audio playback.
In the process of using authentic video and audio documents, as a rule, there are no problems with understanding the general meaning. The difficulty lies in the completeness and accuracy of understanding the audio text. / 11 /
To ensure the most complete understanding of the document being audited, some authors recommend its multiple reproduction in order to assimilate all its elements. Other authors recommend pre-text work to remove language difficulties, which in practice means that the teacher eliminates grammatical, lexical and phonetic difficulties before listening to or viewing the document.
Using sound deceleration, the student can independently semantize the acoustic image of lexical units, grammatical structures and thus avoid semantic errors of perception.
Slowing down the tempo of sounding foreign speech to a certain extent facilitates the perception of speech, allows the listener to concentrate on decoding the meaning of the sounding text, on analyzing its acoustic image.
The use of the linguodidactic potential of the modern DVD multimedia tool, namely slowing down and speeding up the playback of the audited fragments of feature films, makes it possible to increase the effectiveness of the use of auditory exercises, which ensures an increase in the level of understanding of foreign speech by ear and the formation of strong auditory skills.
So, having considered the video method as an illustration, we can conclude that the use of the latest technologies in teaching a foreign language contributes to the achievement of the strength of knowledge in teaching a foreign language. / 14 /
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