The role of videotext in the teaching foreign language

Modern interpretations of communicative competence in the field of teaching foreign languages go back to the definition of the American scientist D.Hamza, according to which, "communicative competence is what the speaker needs to know to communicate in culturally significant circumstances."

To master communicative competence in English, not being in the country of the language being studied, the matter is very difficult. Therefore, an important task of the teacher is to create real and imagined situations of communication in a foreign language lesson, using various methods and techniques of work (role games, discussions, creative projects, etc.) for this.

When working with any text in the method of teaching foreign languages, it is customary to distinguish three main stages: pre-viewing, the text-based stage (while viewing), and the post-after-viewing text stage.

The pre-text stage of work on the text motivates the students, sets them up for the assignment, makes them active participants in the learning process, removes possible difficulties in the perception of the text and prepares for the successful completion of the assignment.

Types of tasks:

• 1.    Various options for anticipating the content of the text, based on:

• •    Compilation of previously obtained knowledge on this topic;

• •    features of the header;

• •    cursory viewing of a part of the film without sound;

• •    a list of new words with translation or definitions about the text;

• •    content of questions or correct / false statements.

• 2.    Teacher's summary of the main content of the text

• 3.    Preliminary research or design work

The table gives approximate formulations of the tasks used at this stage (the formulations are given in Russian, although in real teaching practice they must be formulated in English). The sample of filling is given in the first task. The task can be performed orally, working in pairs, groups or during a frontal discussion in the classroom.

The teacher can briefly convey the main plot of the video, explaining in this way what is to be seen. If the plot is of interest to students, then this introduction is intended to interest the listeners, and it means that the first goal of the stage can be considered achieved. In his speech, the teacher can convey the basic idea of the text in simple and understandable words, and can also keep a number of difficult to understand expressions.

By watching the video, you can complete a series of lessons on a topic or problem. Students in advance receive a task to study a specific material, which logically prepares them to watch the video.

Ensure the further development of language, speech or socio-cultural competencies of students, taking into account their real opportunities for foreign-language communication.

Types of tasks:

• 1.    Tasks for the search for language information

This type of exercises and tasks is focused on finding, isolating, fixing, transforming a certain language material: vocabulary, grammar, phonetics. In this case, not so much the formulation of the task, how much the content of the exercise provides one or another degree of efficiency and justifiability of the task.

The wording of tasks can sound like this:

Watch the video and ...

• 1.    Choose English / German / French / Spanish, etc. equivalents to the following Russian words and expressions;

• 2.    Choose the Russian equivalent to the following English / German, etc. words and expressions;

• 3.    Fill in the gaps in the sentences with the words and expressions you need;

• 4.    What intonation the word "really" was pronounced in the text;

• 2.    Tasks, on the development of receptive skills (at the level of the content and semantic information)

From the list of synonymic expressions listed below, check the ones that (were not) used in the text of the video.

At this stage of the work, traditional exercises aimed at:

• 1)    finding the right answers to questions (questions are offered before viewing);

• 2)    the definition of true / false statements;

• 3)    aligning parts of the text in a logical sequence;

• 4)    the establishment of cause-effect relationships, etc.

• 3.    Tasks aimed at developing speaking skills

All these tasks are a specific type of monologue - descriptions while preserving pronounced features of the description of people, objects, etc.

• 2)    Buildings aimed at using the "PAUSE" button.

In this assignment, students are invited to make proposals on the further course of events that is inextricably linked with the development of such discursive skills as the definition of the logical and semantic links of the text and their development.

• 3)    Tasks aimed at reproducing what they saw in the form of a story, a message, etc.

A number of tasks can be effectively used to develop skills in dialogical speech, for example: mute the sound while saving the image, and then reproduce the alleged text. This exercise can hardly be used to reproduce monologue texts, since the monologue content in this case is almost impossible to anticipate, unless a person can read lips. Such elements of the speech situation as the place and time of events, communication partners, their non-verbal behavior, certain assumptions about the content of the dialogue can be made, especially if the situation is sufficiently standard (in the store, in the theater, the doctor, etc.) 4 , Assignments aimed at developing sociocultural skills The use of video provides an excellent basis for this, however, it would be naive to believe that without the guiding role of the teacher and a competent system of specially designed exercises, these skills will form I themselves. Use the source code as a basis and a support for the development of productive skills in oral or written speech. Both the previous stages are mandatory both in terms of using videotext as a means of developing complex communication skills, and as a means of controlling receptive skills (listening). The same stage may be absent if the videotext is used only for the development and control of receptive skills.