Статья
статья по английскому языку (11 класс)

Обучение иностранному языку посредством аутентичных видеоматериалов на старшем этапе средней общеобразовательной школы

Аннотация: В статье рассматривается методика применения аутентичных видеоматериалов при обучении английскому языку на старшей ступени обучения. В условиях изучения иностранного языка усиливается необходимость включения в содержание обучения элементов языковой культуры народов. Вследствие чего актуализируется проблема поиска новых методов, приемов, средств и форм обучения иностранному языку в системе школьной подготовки с позиций современной образовательной парадигмы. Важным условием успешной реализации компетентностного подхода в школьном обучении иностранному языку является интеграция в учебный процесс широкого круга аутентичных видеоматериалов общекультурной направленности.

Ключевые слова: аутентичные видеоматериалы, преддемонстрационный этап, демонстрационный этап, последемонстрационный этап, творческий этап.

Teaching a foreign language through authentic video materials at the senior stage of secondary school

Mustakidu Sophia Christos

Mordovian State Pedagogical Institute, Saransk, Russia

Abstract: The article deals with the method of using authentic video materials in teaching English at the senior level of education. In the context of learning a foreign language, the need to include elements of the linguistic culture of peoples in the content of education is increasing. As a result, the problem of finding new methods, techniques, means and forms of foreign language teaching in the school system from the standpoint of the modern educational paradigm is actualized. An important condition for the successful implementation of the competence approach in school teaching a foreign language is the integration into the educational process of a wide range of authentic video materials of General cultural orientation.

Keywords: authentic video, predemonstration stage, demonstration stage, poslezavtrashny stage, creative stage.

Authentic material is oral and written texts, as well as other cultural objects that are a real product of native speakers not intended for educational purposes, not adapted to the needs of students taking into account their level of language proficiency [19, c. 299].                        

E. N. Solovova refers to authentic materials various announcements in a foreign language, radio and television news, various instructions and announcements, performances of actors, stories of interlocutors, telephone conversations, as well as films, songs, video clips [52, c. 117].

The choice of video, as well as the process of developing a system of tasks for them, is very laborious, it takes a lot of time and requires a lot of effort on the part of the teacher.                            

Thus, Komarova identifies four main stages:

1. Preparatory or pre-demonstration stage (previewing);

2. The perception of a film or demonstration stage (while viewing);

3. Control of understanding of the main content or post-demonstration (post) after-viewing stage);

4. Development of language skills and oral speech skills (creative stage) [7].

I. Pre-demonstration stage.

The objectives of the stage: to motivate students, to set them up for the job, making active participants in the learning process; to remove possible difficulties of perception of the text and prepare for the successful completion of the task. The first stage of watching the video may include exercises to predict what will be discussed in the film: the title, keywords or phrases leading questions.

II. Demonstration stage.

 The purpose of the stage: to ensure the further development of language, speech or socio-cultural competences of students, taking into account their real possibilities of foreign language communication. At the stage of perception of video material used tasks aimed at finding, fixing, transformation of certain language material: vocabulary, grammar, phonetics.

III. Post-demonstration phase.

The purpose of the stage: to ensure the further development of language, speech or socio-cultural competences of students, taking into account their real possibilities of foreign language communication.

IV. Development of language skills and oral speech skills (creative stage).

The purpose of the stage: to use the source video as a basis and support for the development of productive skills in oral or written speech. The fourth stage is the conclusion and summing up. Therefore, this can be attributed to exercise: a saying, expression, evaluation of the film and its characters.

I. Pre-demonstration stage.

Exercise 1. Look at the pictures and name the jobs:

Answer the questions:

1) What should a person do to have a good job?

2) Who gets the best job in the UK? What do you think?

3) Is this more about money or contacts?

What do you want to know about? (students make a list of questions for the film)

New words/ Guess the meaning:

Retired

Intern

Modus

Master degree

Outcome

II. Demonstration stage.

– Development of lexical skills in the process of listening:

– Ability to understand isolated words.

Each student was given a card with a task: after watching a part of the video, write down the verbs from the list below in the grammatical form in which they are used in the fragment; perform an additional task in the card.

Ability to understand words in context.

Each student was given the following card:

The ability to distinguish from the speech flow of unfamiliar words and determine their meaning. Students were given the task of reviewing the fragment again, to determine, based on the context and using the video sequence, the meaning of new words presented before viewing the episode.

III. Post-demonstration phase.

Exercise 2. Read the text and answer the question:

Many and various. ‘British people’ covers four (or more) nations and numerous regional cultures, many of which will vehemently deny any common ground with the others. But I will indulge in a little generalisation. British people are proud and stubborn. They’re quite strict about conformity and quick to criticise those who stand out. They have a strong ‘island nation’ mentality which, along with their imperial history, gives them a sense of exceptionalism. Is Antonia Mackay typically British?

Exercise 3.

Students make a CV, a list of possible questions for employment and highlight phrases that are undesirable to use in the interview process.

For example,

1. Do not bad mouth your former boss. Keep your past and personal misgivings to yourself as trash-talking your former employer can show your non-professionalism.

2. Do not ask about the salary at the time of an interview. The interviewer will bring this topic at the time he or she feels to be right.

3. Do not talk too much about your talents and hobbies as your hiring manager will view them as a possible distraction that can keep you from working properly.

4. Do not fumble at the time of interview and tell your interviewer that you are nervous. He will likely reject you for being unable to control your own emotions.

5. Do not say that you are desperate to get the job and are in a bad financial situation. This can be a red flag for your hiring manager, and he will think that you need the job only to improve your finances and nothing more.

6. Do not at any point tell that you are looking at this job as only a stepping stone to better jobs.

7. Never say that the boss fired you. This can shift his focus to your possible bad attributes and the interviewer may read too much in even your casual statements.

 Thus, we have developed a set of exercises for the formation of language skills of high school students using authentic video materials corresponds to the algorithm of working with video material and includes exercises to remove lexical, grammatical and linguistic and cultural difficulties, as well as exercises to test the understanding of the content of the video.

Список использованных источников

1. Беляев Б. В. Очерки по психологии обучения иностранным языкам: пособие для преподавателей и студентов. − М: Просвещение,1965. – С.32.
2. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика: Учеб. пособие для студентов лингв. университетовов и фак. ин. яз. высш. пед. учеб. заведений, 6-е изд., стер. — М.: Издательский центр «Академия», 2009. — 336 с.
3. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика: Учебное пособие. 5-е стер. изд. – М.: Академия ИЦ, 2008. – 334 с.
4. Леонтьева Т. П. Опыт и перспективы применения видео в обучении иностранным языкам // Нетрадиционные методы обучения иностранным языкам в вузе: материалы респ. конференции. – Минск, 1995. – С. 61–74.
5. Соловова Е. Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002. – 298 с.