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освоению учебного материала и формированию у студентов навыков, необходимых для успешной карьеры.
Список использованной литературы:
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© Акгаева М.Дж., Баллыева Д.Б., Аннасейидова А.А., Гафурова М.А., 2024
УДК 37
Арсланова А.,
студентка Аганазаров М.,
студент
Туркменского Национального института мировых языков имени Довлетмамеда Азади
LEARNING FOREIGN LANGUAGES THROUGH FILMS: COGNITIVE, LINGUISTIC, AND CULTURAL BENEFITS
Abstract
Learning a foreign language is a complex process involving linguistic, cognitive, and cultural competencies. Among the diverse resources available for language acquisition, films offer a unique blend of visual, auditory, and contextual learning experiences that can enhance language skills. This article explores the benefits of using films as a tool for language learning, examining how they facilitate vocabulary acquisition, listening comprehension, cultural understanding, and learner engagement. Through a review of studies and an analysis of practical applications, we assess the effectiveness of films as an innovative and immersive medium for foreign language learners.
Introduction. The study of foreign languages has long incorporated a variety of resources, ranging from textbooks to interactive software. However, with the rise of digital media and the accessibility of films in multiple languages, movies have become a compelling tool for language learners. Films provide an authentic, context-rich environment that immerses learners in the sounds, gestures, and cultural nuances of the target language, offering a practical way to learn beyond the classroom. This article discusses how films aid foreign language acquisition by enhancing linguistic comprehension, cultural knowledge, and engagement.
Cognitive and Linguistic Benefits of Learning Through Films
Films support language learning through several cognitive mechanisms, enhancing memory retention, listening skills, and language processing abilities.
Dual Coding Theory and Visual Contextualization
According to dual coding theory, combining verbal information with visual cues can improve memory retention. Films present dialogues along with actions and visual cues, which helps learners associate spoken words with imagery, reinforcing vocabulary retention. When viewers see characters performing actions or reacting emotionally, they better understand the meaning of words and expressions, enhancing their
comprehension of the target language in a more intuitive way (Paivio, 1986).
Exposure to native speech in films helps learners develop their listening skills by presenting varied accents, colloquial expressions, and natural speech patterns. Films allow learners to hear the language as it is spoken in different contexts, from casual conversations to formal dialogues. Studies suggest that listening comprehension improves when learners are exposed to natural speech, as it trains them to recognize tone, intonation, and phonetic subtleties that are often absent from scripted learning materials.
Films introduce learners to everyday vocabulary, idiomatic phrases, and slang that may not be found in traditional language learning materials. Watching characters interact in authentic situations exposes learners to informal language, enriching their understanding of common expressions and cultural references. Learners gain a more practical grasp of the language, allowing them to use vocabulary and phrases in real-life situations effectively.
In addition to linguistic advantages, films provide learners with cultural knowledge, helping them understand the social contexts in which the language is used.
Language is inseparable from culture, and films offer a direct insight into the cultural backdrop of a language. Watching films from the target language's region allows learners to observe cultural practices, societal values, and social norms. For instance, learners of Japanese might gain insight into concepts such as politeness and hierarchy by watching Japanese films, where verbal and non-verbal cues convey respect and formality. This cultural context is essential for understanding both the language and the values underlying it (Kramsch, 1993).
Non-verbal communication varies significantly across cultures and is a key component of effective language use. Films allow learners to observe gestures, facial expressions, and body language associated with different emotions and social interactions. This non-verbal learning component is especially valuable for learners from different cultural backgrounds, as it provides insight into the subtleties of communication beyond words.
Many films are set in specific historical or geographical contexts, providing background on a country's history, social issues, and landscape. By watching films rooted in the history and traditions of the target culture, learners acquire a broader understanding of its values and worldview. This awareness enriches the language learning experience and fosters a more holistic understanding of the cultural framework within which the language is used.
Opportunities for Active and Passive Learning. Films provide opportunities for both active and passive learning, allowing learners to engage with the language on multiple levels. Active learning can involve watching films with subtitles in the target language, taking notes on unfamiliar phrases, or practicing pronunciation by mimicking dialogue. Passive learning, on the other hand, allows learners to absorb language patterns and intonation simply by watching and listening. This blend of active and passive engagement makes films a versatile tool for learners of all proficiency levels.
Conclusion. Films offer a dynamic and effective tool for language learning, providing learners with linguistic, cultural, and motivational benefits. Through the combination of visual and auditory elements, films enhance comprehension and retention, facilitate exposure to authentic language use, and foster cultural understanding. The immersive experience of watching films in a foreign language motivates learners to engage deeply with the language, building confidence and skills that extend beyond traditional learning methods.
References:
1. Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20.
2. Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
© ApcnaHOBa A., AraHa3apoB M., 2024
