SOME WAYS TO USE VIDEO WITH ENGLISH LANGUAGE LEARNERS Khazratova K.M.,Hazratova Z.M.

Uzbekistan State World Languages Universityt


Номер: 4-1
Год: 2015
Страницы: 331-333
Журнал: Актуальные проблемы гуманитарных и естественных наук

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Foreign languages in Uzbekistan are in great demand today, as there is an urgent need to use this knowledge in our daily life. This of course has an impact on educating methods have now lost there practical significance and require complete renovation and modernization. Modern living conditions require learning of a foreign language, especially solving the actual problem of the specific foreign language as a means of communication between people of different nations and culture. Using video, DVD and movies to teach English can be an integral part of effective learning. Watching films help develop critical comprehension and analysis skills. Movies are popular and have universal appeal across cultures, providing current language usage, they present visual context in which the dialogue takes place, action accompanying speech, and they show gestures, facial expression, and other body language appropriate to the dialogue. 1. Critical Pedagogy Critical pedagogy is the term often to describe a teaching approach whose most well- known practitioner was Brazilian educator Paulo Freire. Freire was critical of the banking approach towards education, where the teacher deposits information into his/her students. Instead, he wanted to help students learn through questioning and looking at real- world problems that they, their families, and their communities faced. Through this kind of dialogue, he felt that both students and the teacher could learn together. Then, the teacher could lead students through a process of thinking, sharing in small groups and with the class, and writing and drawing using this questioning sequence: 1. Describe what you see: Who is doing what? What do they look like? What objects do you see in the video? Summarize what they are saying. 2. What is the problem in video? 3. Have you, your family, or friends ever experienced the problem? Described what happened. 4. What do you think might be the causes of the problem? 5. What solutions could a person do on their own? What solutions could people do together? Would one be better than the other? Why or why not? Students could create simple posters and make presentations (including role- plays) illustrating the problem, sharing their personal connection to it, listing potential solutions, and choosing which one they think is best and why. As students became more advanced, they could even develop this outline into a Problem/ Solution essay using the same outline. There are literally thousands of videos available online which depict problems and are accessible to English- Language Learners. 2. Back to the Screen Back to the Screen is adapted from Zero Prep: Ready- to-Go Activities for the Language Classroom. The teacher picks a short engaging clip from a movie and then divides the class into pairs, with one group facing the TV and the other with their back to it. Then, after turning off the sound, the teacher begins playing the movie. The person who can see the screen tells the other person what is happening. Then, after a minute or a few minutes (depending upon the length of the video) the students switch places. Afterward, the pairs write a chronological sequence of what happened, which is shared with another group and discussed as a class. Finally, everyone watches the clip, with sound, together. 3. The Language Experience Approach The Language Experience Approach describes the process of the entire class doing an activity, which could very well be watching a short video, and then discussing and writing about it. Immediately following the activity, students are given a short time to write down notes about what they did. Then the teacher call on students to share what the class did- usually, though not always- in chronological order. The teacher then writes down what is said on a document camera, overheard projector, or easel paper. It is better to model accurate grammar and word usage. Students can then copy down the class-developed description. Since the text comes out of their own experience, it is much more accessible because they already know its meaning. 4. Video Clips and Reading strategies Another way to use video to generate student thinking involves students watching a short video clip and then writing questions about the clip. Students divide into pairs, exchange their papers, and answer their partner’s questions. Students then exchange papers again and “grade” their partner’s answers. The fact that students are writing questions for a real audience tends to lead to better questions. Students may also take more time answering the questions because they know a classmate will be “grading” them. Showing videos without the sound and having students develop an imagined dialogue can be a great language lesson, and a lot of fun. You can even have students act out the scenes, too. We focus a lot on helping our students develop and use various reading strategies such as predicting, summarizing, visualizing, questioning, connecting, evaluating, etc. Teachers can use video to give students further opportunities to practice these strategies in an engaging way. For example, students could practice predicting what will happen next and then summarize what actually happened in the video. 5. Inductive learning Inductive learning is a powerful way for students to build higher- order thinking skills. Using the inductive process builds on the brain’s natural desire to make connections and to seek patterns. Text data sets are a key strategy where students employ this thinking to seek patterns and use them to identify their broader meanings and significance. Students use their reading strategies to decode and comprehend the text first and then employ a higher level of thinking to recognize patterns in the text. They organize the examples into categories either given to them by the teacher or generated by the students themselves. Students can add to each category using information found in further reading and in videos. The importance of video lesson in developing students’ oral speech It is generally known that in order to be able to understand and speak a certain language well it is important to be in the atmosphere where this language is used. Video lesson is a course which gives learners an opportunity to find them themselves in the atmosphere of native English speakers, as films used in the lessons serve as authentic source, which eventually influences on students’ speaking ability accelerating its development. Criteria for choosing a film 1. The level of English - e.g. children’s films and cartoons often have easier English. 2. The type of film - Students will learn easier and faster if the chosen film is interesting for them. That’s why it is better to choose movies appropriate for their age. 3. The genre - Practice has shown that choosing comedies and other films based on everyday life issues are more effective in teaching, as learners being in the levels of elementary and pre- intermediate students comprehend them better rather than serious plot films where there is need for much higher level. 4. The content- while choosing an appropriate film by content try to take movies containing much talking, for the objective of video lesson is to acquaint students with native English speech in natural and casual daily life conditions. What are ways you use videos to drive learning in your class?

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