Abstract
This article deals with the audiovisual text and a didactic activity in teaching English in the new information reality. It describes an approach where the traditional method to use the audiovisual text is optimized and extended by critical analysis. The authors determine the idea of critical analysis and define it. They also identify a classification of the audiovisual text and develop a critical analysis algorithm. They give the peculiarities of the audiovisual text due to its type to be able to find common types of distorted information. It proves the need to assess any authentic content for ambiguity and fake, provides the practical tasks to the audiovisual text in the English class. The authors conclude that we work step-by-step with the video material to develop linguistic skills first and then analyze it critically, as well as critical analysis has several steps to complete. The method of theoretical understanding and testing of the results reveal the didactic potential of the audiovisual text in order to develop critical thinking of a student. All findings indicate that the critical analysis does not exclude the language tasks to the videotext to improve English, it is the next part that allows students to expand the semantic synthesis and identify the true motives of the author in the foreign language.
Published Version
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