CC BY
120VIDEO AS A TOOL FOR LEARNING FOREIGN LANGUAGES
Mustafayeva M.A.
Mustafayeva Mavlyuda Anvarovna — Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the role of videos in teaching English. The main attention of the article is focused on the benefits and goals of using authentic video materials for language learning and teaching, as well as the advantages of using videos at the English language lessons. Keywords: video technique, technology, speaking skill, classroom setting, real word, instructional strategies, textbooks.
As English is a popular language currently, it is being taught according to the specific needs of the students. The rapid growth of technology has brought many innovations in education and especially in language teaching. In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness, autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, power point presentations are widely used in EFL classrooms. This article first attempts to explore the goals of using video material in EFL classrooms and the advantages of using video materials in EFL teaching, on the basis of which proposes a framework of teaching principles, strategies and specific tips which facilitate EFL teaching.
Video materials nowadays are not only part of everyday life activities, but they are shown as an effective method in teaching English language as a foreign language for all learners both inside and outside classroom. A great advantage of the video materials is that they provide original and authentic input as they are produced originally for native speakers such as films, different TV programs, songs,. Videos can be used in variety of instructional and teaching settings- in classroom, as a way of presenting content, initiating discussion, for providing illustration for a certain topic and content, self-study and evaluation situations. When teachers bring video materials into their English classrooms, students can directly acquire a great amount of cultural background information and emotional attitudes about the learning materials [1, 67]. Therefore, they could employ their autonomy in language learning. While viewing the video materials, students can put themselves in the vivid atmosphere created by the video materials and understand the pragmatics of the language used by the characters. Compared with traditional English teaching, such courses truly put into practice the student-centered teaching strategies. Video materials and films greatly contribute to understanding of another culture and mentality. Video materials show the students how people behave in the culture whose language they are learning by bringing into the classroom various communicative situations. Watching videos in class should not just be a passive activity. The tasks in which the teacher should involve the students should include the four skills: reading, writing, speaking and listening. By using the videotaped segments, the main focus is on developing the learners' fluency in the process of language acquisition in a natural ongoing day-to-day interaction with native speakers. It is necessary for language teachers to keep clear goals in mind in the classroom when they use video materials because they must prepare their teaching plans and implement them in reality in order to achieve their goals. Generally speaking, language teachers could set up three goals for their teaching with video materials. The first and fundamental goal is to facilitate the development of EFL learners' language skills and in particular their listening and speaking skills. Video materials provide visual aids for the listening materials that EFL learners are exposed to Videos can provide much more information for listeners and can keep them attention focused on the aural material. Video is a valuable learning tool widely available in educational institutions. Video helps the students to understand the instruction more then use a textbook because: ''Video bring language in the context of life in realistic settings to the classroom'' [2, 80]. A good teacher is a good manage. To manage class she has to use various techniques of interaction such as the use of authentic material to enhancing his/her student as the use of video technique in classroom to develop students' speaking and listening skill; Furthermore, a teacher of English must use many technique of teaching to make his teaching interesting and fun. Video techniques have a great importance in the teaching process. Using that technique helps the teacher to explain lessons and to motivate student more and more. They bring the outside world into
the classroom and make the teacher teach efficiently. As a result, it may be suggested that both teachers and students can be involved in creative ways to incorporate different video materials in a variety of classroom activities to enhance learning outcomes and provide a positive classroom environment. Video can help in promoting the language learners' listening comprehension also. The structure of language is in the form of ungrammatical features that are not similar to the written language, which can enhance learners' comprehension as well as entertaining them. The connection between the classroom and real world encourage students to understand the relationship between learning and practicing. Video is widely accepted as more powerful and more comprehensible than other media for second and foreign language students.
References
1. Campbell A.P., 2004. Using Live Journal for Authentic Communication in EFL Classes. The Internet TESL Journal. 10 (9). Retrieved. November 18.
2. Christopher E. & Ho S., 1996. Lights, camera, action: exploring and exploiting films in self-access learning'. Taking control: Autonomy in language learning.
APPROACHES TO TEACHING WRITING Mustafayeva M.A.
Mustafayeva Mavlyuda Anvarovna — Teacher, ENGLISH LANGUAGE DEPARTMENT,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the knowledge of formal writing is very important in present global world. However, it is the skill which usually receives little attention. Therefore the aim of this article is to demonstrate how to teach formal writing.
Keywords: life-long skills, descriptive writing, persuasive writing, informative writing, narrative writing, creative, fiction writing,
Teaching how to write effectively is one of the most important life-long skills educators impart to their students. Writing has always been seen as an important skill in ESL classes. It is the area in which learners are expected to be offered adequate time to develop their writing skill. This is certainly an important element of learning English as a second language. The process of writing means planning, writing a first draft, revising and presenting. Writing is a sequence of differentiated and recursive processes». As Shaughnessy cited in Zamel "Writing can be explained as a process of exploring our own thoughts, the record of an idea developing. It is a process whereby an initial idea gets extended and refined». When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. Ability of writing in a foreign language is an uphill struggle for most students. Even with simple writing tasks, students often lose interest and do not complete them. One reason why writing is so difficult is the fact that, in addition to knowing the appropriate grammar and vocabulary, a writer's ideas must be presented clearly and well organized structure. This is the big challenge for second language learners and of course dilemma for us, teachers who are responsible to look for successful and effective ways to teach the skill. Writing considered as a difficult skill to master and students are often discouraged by the lack of motivation, which is notable characteristic of some second language learners. As we know, motivation is a complex construct, and there are many factors that might inspire students to master a foreign language. For example, students might be focusing on the final product. In other words, the process approach recognizes that "most people progress through a number of untidy drafts before reaching a final version", as they develop their thoughts and add new ideas. The process approach recognizes that students often discover what they want to say as they think and write about a topic [1, 45].
There are many types of writing such as descriptive writing, persuasive writing, informative writing, narrative writing, and creative or fiction writing. Many students are familiar with the basic writing assignments such as book reports, social studies reports, short stories, and essays on topics such as: "What I did on my summer vacation". But these writing assignments should be thought of as applications of basic writing modes. For instance, a book report is usually a type of descriptive
