Teaching a foreign language, it is important to give students a visual representation of the life, traditions, and linguistic realities of English-speaking countries
Video materials provide great opportunities for language learning, as they combine several components, for example, listening and visual perception, which provides the context and makes the memorization process effective and easy. The video can be used in the lesson for acquaintance and study of new material, as well as for repetition. Video recording is advisable to use at all stages of learning: it activates the cognitive activity of students, contributes to a deeper perception of educational information, inculcating practical skills, and encourages teachers to non-trivial methodological solutions. As a learning tool, video recording is convenient due to its mobility, ease of inclusion in the learning process, unlimited layout possibilities, and creative interpretation of didactic material.
Teaching a foreign language, it is important to give students a visual representation of the life, traditions, and linguistic realities of English-speaking countries. Educational videos contribute to the implementation of the most important requirements of the communicative method present the process of mastering the language as an apprehension of a living foreign language reality. In addition, reliance on authentic video materials creates favorable conditions for mastering the learners of the new country information, speech behavior of the media language, contributes to the familiarity of students with the life of the people, its culture.
Teaching a foreign language, it is important to give students a visual representation of the life, traditions, and linguistic realities of English-speaking countries. Educational videos contribute to the implementation of the most important requirements of the communicative method present the process of mastering the language as an apprehension of a living foreign language reality. In addition, reliance on authentic video materials creates favorable conditions for mastering the learners of the new country information, speech behavior of the media language, contributes to the familiarity of students with the life of the people, its culture.
In order to make the most effective use of video in the process of teaching foreign languages, it is necessary to emphasize the advantages of this training tool: availability of video; the possibility of a more active creative activity of the teacher; use of different operating modes; video materials are easily used for different types of work: individual, pair, group, collective; video equipment allows you to divide the whole movie into the required number of video segments depending on the purpose; use of video makes the occupation more emotional and effective; the use of video makes it possible to develop speech activity, makes it possible in simple visual form to convey information to students; informative saturation; concentration of linguistic means; the use of movies in English classes introduces diversity in the learning process, promotes the activation of students, increases interest in learning English; emotional impact on students
The effective incorporation of films and videotapes requires careful attention. Too often films and videotapes are used ineffectively, and are thus viewed as not sufficiently "academic" or simply unjustifiable "time fillers." When employed appropriately by the teacher, however, they are powerful classroom resources. That films and videotapes should be viewed as classroom aids and support is the essential point; they are neither a substitute for the teacher (Hutchings 1984, Kennedy 1983) nor for instruction. (See Kerridge 1982:111-112 for a brief discussion of the teacher's redefined role.) The teacher must play a central role in an effective film/videotape lesson. Foremost, it is the responsibility of the teacher to promote active viewing. Unlike home television viewing which encourages passive, mindless involvement, the classroom viewing experience should be one which promotes active participation from the beginning of the lesson
With a carefully planned lesson, the teacher can ensure that students gain confidence and feel in command of the medium. (See Lonergan 1983 for further discussion.) Being "in command of the medium" does not imply total comprehension of the film/videotape. (In fact, a simple comprehension test at the end of the screening barely exploits the full potential of the medium.) At the same time, films and videotapes must be sufficiently comprehensible for students to complete the language related task assigned "without superhuman and tedious bridging work by the teacher" (Kelly 1985:55). This issue of comprehensibility is not solely determined by the degree of difficulty of the film or videotape; it is also partially determined by the specific demands made on the students by the assignment. A film/videotape related activity can be considered appropriate, and worthwhile, even if it only requires students to deal with a small portion of the film's content
