Video as an effective teaching English and oral practice
Туропова Л. С., Эгамбердиев М. Ф. Video as an effective teaching English and oral practice // Молодой ученый. 2016. №12. С. 922-923.
It's well known that listening and seeing something at the same time is useful and productive, particularly if some students find it easier to learn through visual aids and other students find it easier to learn through hearing. If we get the combination of two, then that's particularly helpful.
This can be done in video lessons. Using television and video in the classroom provides variety an interest for the lesson.
The article deals with the analysis of the existing methods of applying video-materials in English learning and some approaches concerning with the matter are suggested. The main question is how to use these technologies expediently to achieve highest results.
Having carefully studied this approach. I have found that the success of such an approach is dependent on methods and a technique as well as on the kind of activities the teacher offers the class. What follows are examples and suggested activities a great number of teachers have been using in dealing with the video courses which I find relevant and effective. Suggested methods and activities. 1. Active viewing and global comprehension: It is necessary for ESL students to take an active part in watching video presentations, because active viewing can not only focus students attention on the main idea of the video presentation but also increase their enjoyment and satisfaction, in helping students get an overview of the content of the video presentation, key questions, written on the blackboard, about the presentation, may be of great use. Student must keep the questions in mind as they watch. After viewing the video students are to answer-the questions orally. For mare detailed comprehension, students may be provided a cue sheet or viewing guides and be let watch the video presentations again, section by section.
Role play: Role — play involves students as active participants. As each student plays' the assigned role, he/she becomes more and more involved! Students like this activity because it helps them to better understand their own behavior and to be more able to respond in a positive way to various human relationships. In a word, role playing, a good communicative activity, is true preparation for real — life situations and gives students a chance to apply what they are learning.
Follow — up activity:
A video presentation should lead to follow — up activities as the basis for further extended oral practice. One way to achieve communicative practice is to conduct a discussion of what is presented in the video unit. Discussion offers student an opportunity to develop sharing and cooperative skills.
In conclusion it should be said that video is an effective teaching aid, and learning using video in a conversation class is exciting and stimulating watching video presentations for language learning purposes should be an active process for students. Effective methods and techniques as well as a wide variety of activities will ensure active viewing and participation from students. The output from the video is a two — way process in which students predict and perform segments as well as try to comprehend meaning.
However, analysis of the current system of organizing language learning shows that learning standards, curricula and textbooks do not fully meet the current requirements, particularly in the use of advanced information and media technologies. Education is mainly conducted in traditional methods. Further development of a continuum of foreign languages learning at all levels of education; improving skills of teachers and provisions of modern teaching materials are required.
Also it is envisaged that university modules, especially in technical and international areas, will be offered in English and other foreign languages at higher education institutions.
In order to increase teaching standards in distant rural areas the higher educational institutions are allowed targeted admission of people living in distant areas to foreign language programs on the condition that they will oblige themselves to work in the acquired specialty at their residence area for at least 5 years after graduation.
At present great importance is attached to the study and teaching of foreign languages. No doubt, it happens not without purpose. Our research work is devoted to the role of teaching listening and writing activities in language learning. As we know, listening, speaking, writing and reading skills have a significant place in language programs today.
Our Government paid attention to learn foreign languages such as: English, Korean, Japanese. Even from kindergarten children are learning English. They are taught with playing games, with interesting activities, watching cartoons in English. On TV they can also learn English. There is special channel “BOLAJON” for them and on this channel there are many entertainment programs in English. They watch them, learn new words, play games, listen to stories, fairytales in English and with this way our little children can learn English.
In Universities, Institutes also have many opportunities. If student is good at English, he or she can win scholarship and they can study abroad. I think such kind of opportunities are only for us, for youth.
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