Authentic Video Materials Research Articles

Linguodidactic analysis of authentic video materials selected for Russian as a foreign language classes in universities

Linguodidactic analysis of authentic video materials selected for Russian as a foreign language classes in universities

Developing speaking skills by means of authentic video materials in “Practical English language course”

Developing speaking skills by means of authentic video materials in “Practical English language course”

Some Aspects of Using Authentic Video Materials in ESP Courses

Some Aspects of Using Authentic Video Materials in ESP Courses

EFFICIENCY OF USING AUTHENTIC MATERIALS IN THE EDUCATIONAL PROCESS

The article considers the study of using authentic materials during the foreign language teaching in comprehensive schools. Special attention is given to the study of features and methods of using authentic materials for the reading and listening skills development among primary school students. The work uses a multidisciplinary approach with the involvement of relevant general scientific and linguistic research methods, that allowed considering the “authentic materials” concept in the methodological discourse and defining this material as a key tool for teaching English, which contributes to increasing the students’ motivation level to learn a foreign language. In frames of the analysis of the authentic materials main types in the teaching English process, printed texts and video materials with audio are studied. Based on the analysis, the authentic texts and video materials influence on students’ reading and listening skills of a foreign language is revealed. Corresponding to the theoretical material, an empirical study was carried out. Its task was to improve the foreign language proficiency level among the 4th grade students of a comprehensive school levels I through III, who became subjects. A set of listening exercises was developed on the basis of authentic video material in order to assess the knowledge and understanding level of the text by students. The empirical study results prove that viewing, assimilating the video material and completing the tasks after viewing contribute to the listening skills improvement and contributes to the students’ acquisition effectiveness of foreign language communicative competence. The conducted empirical research also helped to determine and formulate the main tasks and recommendations for the further using authentic materials combined with exercises during the foreign language teaching to students of comprehensive Ukrainian schools.

Integration of Video Content into the Process of Teaching Professionally-oriented English at the University

The article discusses the problem of the effective use of video materials in the process of teaching a foreign language for specific purposes. The importance of including video in the learning process for the development of sustainable interest and increasing the degree of mastering learning material is emphasized. The purpose of the article is to discuss the theoretical and applied aspects of integrating video materials into the process of teaching English for Specific Purposes in a non-linguistic university. The research methodology is based on a comparative analysis of Russian and foreign scientific approaches to teaching foreign languages in terms of increasing its effectiveness. The article suggests an analysis of domestic and foreign scientific, methodological and specialized literature, as well as the results of an interview conducted among students of two universities in order to determine the appropriateness and effectiveness of using authentic video materials in teaching a foreign language. The results of the study prove that audiovisual and video materials not only contribute to increasing the motivation for foreign language learning, but also can significantly enhance the perception of the materials by students. The most effective video materials are directly related to the professional needs of students, and are presented in an interesting format for students. In this case, podcasts, informative short videos, etc. stand out. The authors propose a system of exercises that contribute to the effective work with video materials of a professional orientation. The results obtained allow us to state that the use of video materials is an effective means of optimizing foreign language learning in a non-linguistic university, which, on the one hand, contributes to the development of various aspects of students’ foreign language proficiency, and, on the other hand, increases their interest in learning due to the attractiveness of authentic content of the video.

Authentic video materials as a means of shaping communicative competence in Russian among Spanish and Dutch learners

Teaching Russian as a foreign language (RFL) without immersion into a natural language environment presents a particular challenge and requires modern methods to deve-lop basic communicative and linguistic competencies of the students. While teaching listening at the first stage of learning a foreign language, an active use of authentic materials plays an important role as one of the major requirements of the communicative approach. The relevance of the present topic consists in the need of developing listening skills at the early stage of studying RFL and optimizing the work of students as independent learners. The aim of the study was to develop a set of video exercises for A0 level, aimed at improving the communicative competence of students, their knowledge of cultural norms and speech etiquette. To achieve this aim,a set of methodological methods has been used: a task modeling method, a comparative method and observation. The complete set of exercises was tested in groups of students aged 20-45, learning Russian as a foreign language at beginner’s level at two language centers, in Spain and in the Netherlands. Exercises with video fragments were divided into six units and were designed to practice the use of some grammar forms and lexical units (verbs belonging to the first and second conjugation type, prepositions в/на (in, on), accusative and prepositional cases).For independent work, students were asked to complete the preparatory and main stages of each unit. The final stage, as a control stage, was carried out in the classroom with a teacher to activate the structures heard in listening, analyze and discuss the video material. The results ofthe study show that the use of authentic materials improves listening, brings the educational process as close as possible to the situation of real live communication, motivates students and helps them to master the new grammatical and lexical units. There were no significant differences observed in the results of the final task on listening in Spanish and Dutch groups. The errors have to do with an increased speed of utterance, voice overlapping, children's speech, that will be taken into account for the further development of listening exercises for A0 level students and publishing a full set of exercises for RFL learners and teachers.

The Effects of Authentic Video Materials on Foreign Language Listening Skill Development and Foreign Language Listening Anxiety at Different Levels of English Proficiency

The study aims to find out the effects of authentic video materials on foreign language listening skill and foreign language listening anxiety of students studying at different levels of English proficiency. The experimental practices of the research designed as pretest-posttest true experimental design with control group have been conducted on two experimental and two control groups. While the independent variables of the study are authentic videos and English proficiency levels, the dependent variables are English listening academic achievement levels and English listening anxiety levels of the students. The participants of the research consisted of 100 randomly selected students, who have A1 and B1 levels of English proficiency, studying English preparatory program at the school of foreign languages at a state university. Data collection tools utilized in the study are Key English Test (KET) and Foreign Language Listening Anxiety Scale (FOLLAS). The statistical analysis of the research data was carried out by using descriptive statistics, independent samples t-tests, effect size tests and correlation analysis. Findings show that authentic video materials reflecting the real language and communication samples, have highly effective results on the development of English listening skills and lowering the foreign language listening anxiety of students who have A1 and B1 levels of English proficiency. On the other hand, as students' language proficiency improves, the impact of authentic videos increases. Finally, when it is compared to control groups, values obtained by the analysis reveal that there is a much stronger correlation among the development of listening, reading, writing and speaking language skills of experimental group students whose English listening skills have improved by using authentic videos.

Features of cultural and linguistic components of national cultures in the process of learning foreign languages (using the example of authentic video materials of the TV series "The Queen's Move")

Features of cultural and linguistic components of national cultures in the process of learning foreign languages (using the example of authentic video materials of the TV series "The Queen's Move")

От звука к дискурсу: система эффективного развития иноязычной аудитивной компетенции у обучающихся

The article is dedicated to the analysis of actual aims of foreign languages teaching. Its practical orientation is highlighted as the principle vector of training process. Reading, writing, speaking and listening as the basic speech activity forms are named, their characteristic features are revealed. The authors’ practical experience, and the assessment of the results of the survey among the students made it possible to determine listening as a crucial challenge in authentic communication. These data achieved by practical ways are confirmed in the process of reviewing numerous scientific, methodical, psychological, pedagogical researches.
 Answering to the target request of students and colleagues searching optimal methodological techniques for audio competence development, the authors propose a six-level system of audio practice, which is built up on the principles of mindfulness, sequence, progressiveness. A step work in the frame of the mentioned system is described and substantiated – from the meaningful audio perception of sounds, combinations of sounds to detailed semantic understanding of phrases, sentences and discourse of foreign speech in general. In addition, the authors present a method of four-step work with authentic video material which promotes effective development of auditive competence. This technique can be applied in formal face-to-face learning as well as self-study training.

Teaching Spoken Production in Global Contexts 2021

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

ИЗУЧЕНИЕ КИТАЙСКОЙ КУЛЬТУРЫ В ПРАКТИКЕ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

The paper defines the role of Chinese culture in the process of teaching Russian as a foreign language on the example of Chinese universities. Textbooks on the course “Chinese Culture” are presented, as well as some authentic video materials about China. Step-by-step work with the plots of the television program “I want to know” (Channel One) is described. The conclusion is made about the possibility of using such videos as educational material in RFL classes. The obtained results showed that the Chinese cultural component should be taken into account when developing courses for Russian language faculties at Chinese universities.

Интеграция аутентичных видеоматериалов с субтитрами в процесс формирования иноязычной лексической компетенции

В рамках данного исследования анализируется целесообразность, а также рассматриваются возможные пути интеграции аутентичных англоязычных видеосюжетов различного типа в процесс преподавания иностранных языков в техническом вузе. Исследуются перспективы использования видеоматериалов с субтитрами по сравнению с печатными учебными пособиями, аудиоподкастами или сюжетами без субтитров, как основа повышения эффективности формирования лексической компетенции. Подробно анализируются результаты, полученные в ходе проведения педагогического эксперимента, направленного на разработку и апробацию элементов практической методики, позволяющей не только значительно улучшить навыки рецептивного и продуктивного владения иноязычной лексикой, но и активизировать знания по грамматике, уменьшить состояние тревожности в процессе восприятия на слух, существенно повысить учебную мотивацию. Within the framework of this study, the expediency as well as possible ways of integrating authentic English-language videos of various types into the process of teaching foreign languages at a technical university have been analyzed and considered. The prospects of using video materials with captions, in comparison with printed textbooks, audio podcasts or videos without captions, as the basis for increasing the effectiveness of the lexical competence formation have been investigated. The results obtained in the course of a pedagogical experiment aimed at developing and testing elements of the practical methodology have been analyzed in detail. This methodology allows not only improving receptive and productive foreign language vocabulary skills significantly, but also activating knowledge of grammar, reducing the state of anxiety in the process of listening, substantially increasing learning motivation.

Authentic video materials in the practical lessons of English

"The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources. Authentic video materials stimulate interest and also expand students’ knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language. "

Video materials as an effective tool for teaching foreign students Russian colloquial speech in the conditions of distance learning

The purpose of the study is to offer a comprehensive methodological work with a music video clip for the development of the communicative competence of foreign students studying Russian in the conditions of distance learning. The article reveals the need to update teaching methods in the field of speech in a foreign language, which is dictated by the rapidly changing cultural and linguistic environment and the specific nature of communication in new situations. The scientific novelty consists in a step-by-step description of the methodology of interactive acquaintance of foreign students with the cultural capital of Russia, the task of which is the development of speech skills against the background of general cultural knowledge. As result, it was revealed that working with authentic video material helps foreign students to understand fluent Russian, feel freer in live communication, adapt faster and overcome the language barrier.

The usage of authentic video materials for the formation of cross-cultural competence of students in foreign language classes

To learn a foreign language effectively and to be fluent in it, anyone should know the main features of the mindset of foreign language native speakers. The article considers the process of forming the cross-cultural competence of students. It is stressed that authentic video materials that have more potential than printed and oral texts should be used as a basis for the formation of cross-cultural competencies in teaching a foreign language. The objective of the study is to substantiate, develop and theoretically test a scientifically reasoned teaching methodology. To reach the objective, we used a pedagogical experiment, pedagogical observation of the educational process, methods of statistical data processing. We have obtained the following results. The analysis of the idea of cross-cultural competence gave us the possibility to explain it as the ability of individual to come productively into a contact with people from other cultures using the language you are learning; during the process of analyzing various models of cross-cultural competence, its main components are determined. The process of forming students’ cross-cultural competence will be efficient if the created exercises are based on the methodology of using authentic video materials.

Лингводидактический потенциал современных художественных фильмов на занятиях по русскому языку как иностранному

The work is devoted to the formation of sociocultural and linguocultural competences of foreigners studying Russian as a foreign language (RFL) through work with modern feature films. We describe the linguodidactic potential of authentic video materials designed to work in the classroom in Russian as a foreign language; selection criteria are presented. We point out that mo-tion pictures are a valuable source of both linguistic and extralinguistic information. We conclude that it is advisable to use authentic full-length feature films in RFL lessons; the recommended lev-el of language proficiency is B1. We offer a methodological development for the Russian film “Moscow Romance” (2019). We substantiate the criteria for choosing this film, we have devel-oped a system of tasks, some of which can be completed during extracurricular hours. We pre-scribe such stages of work with the film as: “Pre-demonstration. Preparation for viewing”, “Dem-onstration. Understanding Test” and “Post-Demonstration. Discussion”, as well as offer the fourth stage “Continuing work outside the classroom”. This system of work has been tested by the au-thors of the work in three groups of different nationalities studying at Russian universities.

The use of authentic video materials in the process of foreign language learning to ensure effective mastering of listening skills by students of higher educational establishments

The use of authentic video materials in the process of foreign language learning to ensure effective mastering of listening skills by students of higher educational establishments

Документальный фильм как основное средство обучения старшеклассников иноязычному говорению

We consider the issue of using documentaries in teaching speaking in a foreign language to high school students. Documentaries in the system of teaching high school students to speak a foreign language can be used as an audiovisual support for organizing role-playing games, discussions, debates on the documentary topics, brainstorming in the process of solving the problem stated in the documentary. Videos containing socio-cultural and linguistic information help to reveal the peculiarities of culture, history, customs and traditions of the target-language country. Also, the use of authentic video materials creates conditions for the development of a high level of motivation to learn a foreign language, independent work of students. In order to activate the oral speech activity of high school students, we have developed the stages of teaching speaking in a foreign language: preparatory (working with supports, the lexical and grammatical side of the utterance), implementation (making a dialogical or monological utterance) and control (presentation of the utterance).

The Use of Video Materials for the Development of Inner Motivation in Learning Foreign Languages of University Students

Our research aims to distinguish the types of motivation that are especially significant for undergraduate students and how authentic video materials foster the development of these types of motivation. Sample for the research was 67 undergraduate students from two Moscow universities – from MRSU (31 students) and from RUDN (36 students). The experiment was carried out in the autumn term of the 2019-2020 academic year. In the course of the research, a survey of students was conducted to identify the most significant factors contributing to an increase in the motivation of learning activities. According to the results of the survey, for senior undergraduate students, the opportunity to plan their learning activities independently acquires the greatest value. The creation of a favourable emotional environment in the classroom and adequate assessment of students are important but not determining factors in the development of motivation. The implementation of innovative pedagogical technologies and psychological and pedagogical support of the learning process are equally important for the formation of motivation. As part of the study, authentic professional video materials were selected and techniques for working with them were developed. The developed materials can be used for teaching language for specific purposes in the areas of Pedagogy, Economics, and Management. Students note that the use of the foreign language being studied in real situations of professional communication is the leading motivational factor. The participation of students in the film making process encourages the development of social and communicative competencies, prepares them for future professional activity.

Didactic features of using video materials in English lessons for engineering students

Foreign language teachers for engineering specialties are faced with the task of forming and developing communicative competencies within the framework of a professional orientation. It leads to an increase in the duration of mastering the material by students at the initial stage of training (1 course), since specialized disciplines are taught later. In this regard, the specific goal of teaching a foreign language at a university is to form a general idea of the objects for professional activity in solving specific engineering problems. Therefore, it is necessary to apply an interdisciplinary approach and include material that is professionally significant for the students. The content of the "Foreign language" discipline for engineering majors is determined by the content of the lexical part of the educational material, which includes general vocabulary, interdisciplinary vocabulary and professionally oriented vocabulary. The peculiarities of teaching the discipline "Foreign language" for engineering specialties is the active use of terminological, illustrative and video materials. Foreign language teachers for engineering majors now have the opportunity to use audiovisual resources (to improve the acquisition of the target language) to motivate students. This article presents an analysis of the role and effectiveness of video as an authentic material for developing an understanding professionally oriented vocabulary in the course of learning a foreign language for engineering majors. The author considers the principles of selecting educational video material and its organizing, taking into account the goals of a foreign language lesson for students of engineering majors and students of oil and gas industry. Also author provides an approximate lesson plan using authentic video material for students of oil and gas industry.