The use of authentic video materials in the formation of students' communicative competence in non-language higher education institutions

There are various approaches to describing the structure and content of communicative competence. So, in one of the approaches, the following types of competencies are distinguished:

• 1.    Linguistic (linguistic) competence - knowledge about the system of language, about the rules for the functioning of language units in speech and the ability to use this system to understand other people's thoughts and express their own judgments in oral and written form.

• 2.    Speech competence includes knowledge about the ways of forming and formulating thoughts using language, as well as the ability to use language in speech. Some researchers also call this type of competence sociolinguistic, trying to emphasize the inherent ability of the owner of such competence to choose the necessary linguistic form and method of expression depending on the conditions of the speech act: the situation, communicative goals and the speaker's intentions.

• 3.    Social competence is manifested in the desire and ability to enter into communication with other people, in the ability to navigate in a communication

• 4.    Sociocultural competence means that students know the national and cultural features of the social and speech behavior of native speakers their customs, etiquette, social stereotypes, history and cultures, as well as ways to use this knowledge in the process of communication.

• 5.    Strategic (or compensatory) competence is a competence with the help of which a student can fill gaps in language knowledge, as well as speech and social experience of communication in a foreign language environment. Possession of it makes it possible, for example, when reading, to guess about the meaning of unknown words, starting from the context, situation or topic; when using the dictionary, select the desired translation of the desired word from several options, as well as understand the meaning of the word by familiar morphemes, such as a root, prefix or suffix.

• 6.    Discursive competence refers to the student's ability to use specific strategies for constructing and interpreting a test.

• 7.    Subject competence is the ability to navigate in the content plan of communication in a certain area of human activity.

situation and build a statement in accordance with the speaker’s communicative intention and the situation.

The very concept of authentic materials appeared in the methodology not so long ago, which is associated with the modern definition of the goals of teaching a foreign language. Authentic materials in this work are materials created by native speakers for native speakers for non-educational purposes.

Speaking about the advantages of using authentic videos in foreign language classes with students, first of all I would like to note their attractiveness for students: watching videos, both fictional and documentary, both short and fulllength, is one of the favorite activities of young people at the present time.

The use of game videos in foreign language classes contributes to immersion in the natural cultural and linguistic environment in cases where students do not have the opportunity to do this directly by visiting the country of the target language.

Thanks to the use of authentic video materials in the classroom, several tasks are solved at once, associated with the development of various aspects of communicative competence:

• 1)    language competence - the expansion of the lexical stock; development and improvement of listening skills (along with other types of speech activity); modeling of “immersion” in the language environment in educational conditions (mastering the intonation and tempo of lively conversational speech, acquaintance with the lively spoken language, idioms, phrasal verbs, dialects and socially limited vocabulary, with the peculiarities of the speech behavior of native speakers), that is, the film allows you to clearly represent the process of natural communication of native speakers.

8. In the linguistic aspect, authentic video materials are characterized by the originality of vocabulary: they contain many pronouns, particles, interjections, words with emotional connotations, phrases designed for the emergence of associative links, phraseological units, fashionable words; and the originality of the syntax: the brevity and lack of development of sentences, fragmentation, the presence of structure-dependent sentences used independently. During viewing, some language units are effectively assimilated due to associations arising in connection with certain characters or actors, their gestures, facial expressions, mood, appearance

• 2)    linguistic and cultural competence - familiarity with regional information;

• 3)    socio-cultural competence - familiarity with the cultural characteristics of a particular country; aesthetic development and expansion of the horizon of transnational ideas about beauty, the experience of interpersonal communication.

A feature film as a means of forming lingo-socio-cultural competence in foreign language classes at a non-linguistic university.

The main tasks in the development of communicative competence with the help of authentic videos include:

• ■    expansion of vocabulary by presenting new lexical units or consolidating previously learned ones;

• ■    presentation or consolidation of grammatical norms;

• ■    work on pronunciation using emphasis on sounds, stresses, intonation based on imitation of actors' speech;

• ■    formation and consolidation of listening and speaking, reading and writing skills;

• ■    acquaintance with cross-cultural information (customs, traditions, norms of etiquette, etc.), mastering the national-cultural specifics of language communication;

• ■    training the ability to determine the type of communicative situation, type of discourse, functional style of speech and select adequate communication methods.

The sociocultural background of authentic video materials is realized through a productive vocabulary, which includes the most communicatively significant lexical units common in typical communication situations, including evaluative vocabulary for expressing one's opinion, colloquial cliches, as well as words with a national and cultural component: background and non-equivalent vocabulary; the realities associated with rest, pastime, leisure, the realities of everyday life. They allow students to penetrate into another national culture, to master the everyday vocabulary of a native speaker.

Thus, the use of authentic videos can activate the development of all the main components of communicative competence. In our opinion, play video is especially effective, since it offers students additional emotional motivation to master the material and develop communication skills.

In pedagogy and methodology, there are many definitions of the concept of “communicative competence”, however, most of them boil down to understanding communicative competence as the ability of students to carry out effective speech activity in accordance with the goals and situations of communication within a certain field of activity in compliance with the norms of social interaction inherent in a particular national culture. The formation of communicative competence occurs both in the process of natural communication and through specially organized training.

Working with authentic video material is divided in our program into three main stages: pre-viewing, while viewing and after-viewing, the latter being divided into control and creative stages. The main purpose of the exercises at the preview stage is to prepare the ground for further work, increase the level of motivation and interest of students, involve them in active activities, set up thinking on the desired topic, activate the existing knowledge on the topic, vocabulary and grammar in order to make the work on the next levels more simple and effective. The goal of the second stage is to assimilate basic and specific information, and the third is to control the understanding of the film and further work with video material to develop speaking and writing skills.

"Экономика и социум" №12(79) 2020