MINISTRY OF EDUCATION AND SCIENCE OF REPUBLIC OF

KAZAKHSTAN
KAZAKH AMERICAN FREE UNIVERSITY
Department of Foreign languages

TERM PAPER
Theme: Video film as a method to increase the motivation to learn a foreign language

Student: Kokebayeva Nazym

Major year: 6В01703 Foreign languages: two foreign languages

The scientific supervisor is Oskolkova A.A.

Associate Professor of the Department of Foreign Languages

Date of inspection and assessment__________

Signature of the supervisor____________

Ust-Kamenogorsk, 2021 year

 THE CONTENT

Introduction…………………………………………………………………….…3
I. Teaching speaking in English language classes for intermediate level…5
II. The use of video films to develop communication skills for intermediate
level……………………………………………………………………..8
III. Development of assignments using video for teaching speaking for
intermediate level……………………………………………………....14
Conclusion………………………………………………………………………..20
References……………………………………………………………………...…21

1
 INTRODUCTION

One of the main purposes of the students for taking English course is that they
want to elaborate themselves to speak English very fluently. Most of the students
agree that by having good communication in English, they will be able to socialize
with other people around the world and it will be ease them to get the challenging
opportunity for their future. This belief makes most of students from formal school
come to English courses to take more practices and to get fun or enjoyable learning
activities. Besides, the students come to English course for the reason that they do not
have good motivation to learn English at school since the teacher is still using text
book as the learning material as well as less opportunity for practice because of the
big number of the students in a class that become big obstacle for them to have good
competence in English especially for speaking.
To study English as a foreign language, the students must have the internal
ability which are from the students themselves like motor skill, intelligence,
creativity, strategy, sense and personality and the external ability is that the ability
gotten from teaching strategy and preparation and authentic material. Actually, those
skills can be trained by applying the appropriate teaching media and technique. One
of the authentic media which can be used in teaching speaking is movie or film that
reflects the real use of English language in daily life. According to Ishihara and Chi
(2004) students are more interested and motivated when they study by using film.
Film is a media that provides both sound and visual effects which interacts the
students to study. Through watching a short English film, the students can get the
sense of the English language culture and how the language is used, they can learn
directly the reality of the language, they can listen English pronunciation as well as
intonation directly, they could learn many new vocabularies, like ‘slank ‘words, also
the students can learn many expressions for example, the way of the people angry,
how to ask question and how to have chatting in fun condition. It is hoped that the
students can be motivated to enjoy studying English in order to be able to practice
English in real situation and to develop their creativities, ability and capability to use
English correctly into communication. Being aware with the students’ necessity to
enter the English course, the researcher as the lecturer who found one of the small
English courses willingly wants to find out the best solution to encounter the
students’ hope that could not be gotten from school that they want to be good speaker
in English. For the reason, the researcher did the research to use short film as media
to motivate the students to speak in English course classroom in order to see whether
film can give good effect to students’ motivation for speaking.
Video is a powerful tool in today’s classroom. It provides strong context
through which to teach foreign language. Meaning brings the outside world into the
classroom and gives teaching “reality”. Video also provides all the paralinguistic
features of language that only audio can’t. The success of teaching a foreign language
through video depends on preparing students for the perception of a video. The
expansion of international relations and the entry into our market of British and
American teaching and methodical complexes, including video fragments, video

3
lessons, significantly expanded our possibilities in using audiovisual techniques. In
the event that the video is an attachment to a British or American educational
complex, the teacher can use the technology of its application developed by foreign
methods and described in teacher's book. In this case, video is an effective means of
teaching a foreign language. Together with the English educational complexes there
is a large number of feature films. Their viewing at the senior stage of education is
close in importance to the reading of the original fiction and has no less significance
for the study of a foreign language, since it allows to develop skills of listening,
speaking and writing on authentic material, which contributes to the improvement of
the communicative competence of students. We now have more access than ever to
video. News programs, adverts, comedies, documentaries, dramas, academic lectures
are available in digital format via the internet. Most of these resources weren’t
originally created as teaching materials. So it serves a real-world communicative
purpose.
The work deals with some aspect of using video in teaching English as a
foreign language. At each stage of practice there's a variety of tasks, ensuring the
successful perception of foreign speech by students that increase their motivation to
learn a foreign language. Video material stimulates interest, is a role model, expands
students' knowledge of the linguistic and cultural features of the language being
studied, and also provides effective material for the subsequent discussion. Using
video in teaching a foreign language opens up ample opportunities for the teacher and
students in mastering the language and foreign culture. Video resources have an
advantage over audio and printed information. Visual information allows you to
better understand and consolidate factual information and language features of
speech, as visual support contributes to a complete and accurate understanding of the
meaning, activating attention and memory and contributing to the development and
skills of listening and speaking.

4
 I. TEACHING SPEAKING IN ENGLISH LANGUAGE CLASSES FOR
INTERMEDIATE LEVEL

Comments such as the following are familiar to many teachers working in

classrooms which aim to develop speaking skills: All my students can read and write
well, but they are poor at speaking and listening. Many of my students are too afraid
to talk in class. They are shy and lack confidence. Some of my students sound very
“bookish” when they speak – it’s as if they are reading from a book! My students
love to speak, but they make a lot of grammatical mistakes.
These kinds of observations are not uncommon, as learning to speak in another
language is a challenging undertaking. Speaking is a highly complex and dynamic
skill that involves the use of several simultaneous processes - cognitive, physical and
socio-cultural - and a speaker’s knowledge and skills have to be activated rapidly in
real-time. It is important, therefore, that speaking should be taught explicitly in
language classrooms – simply “doing” speaking through a series of activities is not
the same as learning the knowledge, skills and strategies of speaking. By way of
illustration, we will consider the following classroom situation: Teacher M realized
from early in her career that it was important to develop her students’ speaking
abilities. She wanted to make sure that her students had plenty of opportunities to
communicate with one another in English, so she set aside two lessons a week for
speaking practice. She planned many interesting activities for her students. Her
lessons were carefully guided by instructional objectives. These objectives were in
the form of either what the students should produce (e.g. presentations, debates,
descriptions) or what they had to do (e.g. discuss, narrate, role play). Sometimes
when they had finished the activities, Teacher M would ask them to present the
outcomes to the rest of the class. At other times she would simply move on to another
activity, such as reading or writing. In several ways, Teacher M was successful in
constructing her speaking lessons. However, there were also limitations regarding
how directly she was addressing the students’ needs to improve their speaking. On
the positive side, she presented a variety of activities, which could appeal to her
students’ different learning styles. Clearly, her students enjoyed interacting during the
lesson and the activities gave them opportunities to practice speaking. They also had
some opportunities to present the outcomes of the activities. Less positively,
however, the lessons provided little preparation for practicing specific speaking
skills, and they lacked any explicit teaching of key features of speaking. The students
were not encouraged to give attention to knowledge, skills, or strategy development.
Also, there was little feedback on their performance, and minimal or no follow-up to
the activities.
To teach speaking holistically and comprehensively, it is valuable for teachers
to be knowledgeable about what speaking competence involves and how different
aspects of speaking competence relate to each other. Johnson (1996, p. 155) describes
speaking as a “combinatorial skill” that “involves doing various things at the same
time”. Figure 1 below presents a model of second language speaking competence that

5
comprises knowledge of language and discourse, core speaking skills, and
communication and discourse strategies. Learning to speak in a second language
involves increasing the ability to use these components in order to produce spoken
language in a fluent, accurate and socially appropriate way, within the constraints of a
speaker’s cognitive processing.
The first component, Knowledge of Language and Discourse, requires
mastering the sound patterns of the language (in English, this means being able to
pronounce the language intelligibly at segmental and suprasegmental levels),
knowing the grammar and vocabulary of the language (spoken structures,
grammatical features, lexis) and understanding how stretches of connected speech
(discourse, genre) are organised, so that they are socially and pragmatically
appropriate (register). Core Speaking Skills refers to developing the ability to process
speech quickly to increase fluency (e.g. speech rate, chunking, pausing, formulaic
language, discourse markers). It also involves being able to negotiate speech (e.g.
building on previous utterances, monitoring understanding, repairing communication
breakdown, giving feedback), as well as managing the flow of speech as it unfolds
(e.g., initiating topics, turn-taking, signaling intentions, opening/closing
conversations). The third component, Communication Strategies, involves
developing cognitive strategies to compensate for limitations in language knowledge
(e.g. circumlocution, paraphrasing, gestures, word coinage, approximation,
avoidance), metacognitive strategies (e.g. planning in advance what to say, thinking
consciously about how you say something), and interaction strategies (e.g. asking for
clarification/repetition, reformulating, rephrasing, and checking comprehension).
What this model implies is that speaking lessons are not just occasions for simply
practicing or “doing” speaking. They need to be conceptualised as structured and
supported learning opportunities that develop these various components of speaking
competence. It is important that teachers guide learners systematically, introducing
activities that are integrated and sequenced and that allow them to raise their
awareness of the knowledge, skills and strategies needed for different types of
interaction and discourse. Students may need guidance on specific aspects of the
language, such as pronunciation features, either at segmental or suprasegmental level,
or they may need support in relation to affective factors, such as anxiety, nervousness
or embarrassment about speaking in another language.
Many approaches typically used in language teaching to teach speaking have
taken little account of the features of spoken language, and have tended instead to fall
back on grammars that are essentially based on written text. Technological advances
in recording speech and the establishment by linguists of corpora of speech utterances
have led to much greater knowledge about the similarities and differences between
these two modes of communication. It is very valuable for language teachers to be
aware of some of the main differences and of the features that typically charactise
speech, as this will allow them to make more informed decisions about what to teach.
Although spoken and written language are clearly related, typically they serve
different social purposes and have different audiences. Speakers and writers draw on
common linguistic resources, but they utilise them in different ways. As Halliday

6
notes, “... the kinds of meanings that are transmitted in writing tend to be somewhat
different from the kinds of meanings transmitted through speech”. By way of
illustration, compare the following texts, that deal with the same content and
meanings. The speaker in Text 1 is describing the experience of studying in a
Master’s course offered as a distance learning program. Text 1 I was working in
Turkey at the time… um I was lucky enough to have one of my colleagues doing the
same program... started at the same time as me so we used to get together regularly…
er sometimes as often as twice a week and would get together and compare our
findings and...er because our learning styles were different as well, we, well,
compensated for one another other... . Text 2 illustrates how this information might
be expressed in a written version. Text 2 I was then employed in Turkey where,
fortunately I was able to collaborate with a colleague who commenced the program
simultaneously. We held regular weekly meetings to compare findings. Because our
learning styles were different, we complemented each other. There are some
noticeable differences in the way the meanings are ‘packaged’ in these two texts.
Speech is constructed spontaneously and therefore shows particular patternings of
language use that are not usually found in written texts. Table 1 below summarises
some of the key differences between the spoken and written language. It is important
to note that these differences broadly typify these differences; speech and writing
may be more or less typically spoken-like or written-like depending on the
sociocultural context, the topic, the relationships between speaker/writer and
listener/reader and the distance in time and space from the phenomena, events or
actions which are the focus of meaning.
Building on some of the concepts presented above. I will now present a
teaching-speaking cycle for planning a holistic and sequenced series of speaking
activities. The model aims to highlight a number of key concepts that teachers can
draw on to guide their students:
• Use a wide range of speech enabling skills
• Develop fluency in expression of meaning
• Use grammar flexibly to produce a wide range of utterances that can express
meaning precisely
• Use appropriate vocabulary and accurate language forms relevant to their
speaking needs
• Understand and use social and linguistic conventions of speech for various
contexts
• Employ appropriate oral communication and discourse strategies • Increase
awareness of genre and genre structures
• Increase metacognitive awareness about L2 speaking
• Manage and self-regulate their own speaking development.

7
 II. THE USE OF VIDEO FILMS TO DEVELOP COMMUNICATION
SKILLS FOR INTERMEDIATE LEVEL

The video serves as a good dynamic visibility for the practice of speaking in
another language and creating situations of such communication in the classroom.
Students dramatize the dialogue heard from the screen, playing it by roles. Here it is
possible not only to accurately reproduce what has been heard and seen, but also to
re-think the text, its new interpretation. Such a task can be more feasible than
sounding or duplicating a film in your native language. If the student's level of
knowledge allows correctly and accurately reproduce the scripted text, speaking on
behalf of the video's heroes when viewed with the sound turned off, then such an
exercise can cause both great interest on the part of the students and also have a big
impact on increasing the level of their language competence. When performing this
task, various interpretations of the characters' personality are possible; you can
compare more or less successful variants. The same great benefit is provided by
duplication in the native language, since it teaches students not to literally translate
the phrases uttered by the characters, but adequately interpret the meaning of the
utterance, given the differences in intonation and phrase design. The interpretation of
idioms, interjections, appeals requires special attention. Indeed, the stumbling block
is the transition from "you" (pl.) to "you" (sing.), since in English there is no
difference between the single and plural second person pronouns, which in many
languages mean an officially polite or familiar-friendly relationship. Therefore, in
order to adequately convey the phrase in Russian, students should correctly determine
the level of the statement in a foreign language.
Video films. Use of video films promotes realization of the requirement of a
communicative technique to present the process of language-mastering by
comprehension of live culture speaking another language; an individualization of
training and development of motivation of speech activity of students (Pisarenko
2015; Pisarenko and Arsaliev 2016; Pisarenko and Krasnoshchekova 2016). Another
advantage of video films is their emotional influence on students. Therefore, special
attention should be given to the process of formation of the personal relation to the
materials used in training process. It is the main objective of the personality focused
training paradigm. Successful achievement of this purpose is possible firstly at
regular display of video films, and secondly, at their methodically organized
demonstration. The use of video films helps to develop various kinds of student’s
activity, and also their attention and memory. At video material viewing, there is an
atmosphere of joint informative activity in audience that promotes the increasing in
attention concentration. Use of various channels of the information perception
influences positively durability of storing of a regional geographic and language
material (Rieber and Robinson 2004). Psychological features of video films influence
on students promote an intensification of educational process and create favorable
conditions for the communicative competence formation. The teacher defines,
whether it is necessary to include a video film consistently in educational process, or

8
to use separate episodes taking into account conformity of subjects of a video film to
a basic word stock and the communicative situations included in the foreign language
program for a concrete grade level. The information quantity and character should
correspond to quantity and quality of the information, which the student studying a
foreign language is capable to acquire at a given time. Efficiency of use of a video
film in educational process depends on exact definition of its position in training
system, on coordination of educational possibilities of a video film with training
problems, on rationality of organization of work, and on functional features of a
video film. There are the following functional features of a video film used in
educational process: • Informative and training function—the student is involved in
the film’s subject line and in the process of information transfer simultaneously; this
information will be used in the course of training; • Illustrative and evident function
—video film shows a subject line in the art form; • Organizational and operational—
it is realized in concentration and the subsequent management of students’ attention
by means of a subject line and art features of its embodiment; • Educational—it is
embodied in realization of certain ideas in the art form and statement of problems
which the student will discuss further; • Integrating—in the course of viewing there is
a process of integration of various kinds of perceptions, and also various aspects of
language—phonetic, lexical etc. (Pisarenko and Krasnoshchekova 2016). There are
the following four stages in the audiovisual technology structure with use of video
films (Pisarenko and Krasnoshchekova 2016): 1. Preliminary work—preliminary
removal of language and cultural difficulties, statement of an educational task; 2.
Perception—development of skills of the information perception; 3. Control of
understanding of the basic maintenance; 4. Development of language skills and
abilities of oral speech. Preliminary work. The students are informed about the name
of a film and they are offered to come out with assumptions of film’s maintenance,
time and a scene of action, possible characters. Phrases for assumption expression are
introduced and trained necessarily. Then the new lexical material that is necessary for
understanding of the maintenance of a film is introduced and intended for active
possession. Introduction of new lexicon precedes demonstration of each part of a
film. The special attention is given to phraseological units. The regional geographic
comment is given necessarily. Perception of a video film (in parts). Before viewing of
each part, students can be offered questions that are necessary to be answered after
viewing. Control of understanding of the basic maintenance. In the beginning,
students answer the questions offered by the teacher before viewing. Then the
following educational tasks are proposed to students: Choose the right answer from
the offered ones. Arrange the phrases according to the film plot. Break the film into
logic parts and choose a heading for each of them of the offered ones. Associate the
following statements (remarks) with the film heroes. Associate the following events
with a place of action. Name participants of the following dialogues. Choose one
correct variant of the phrase continuation etc. Development of oral speech skills and
abilities. It is possible to stimulate communicative activity by means of various tasks.
It is necessary to begin with usual discussion of dynamics of a plot, features of
heroes’ appearances, characters and actions. The following types of tasks can be

9
used: Describe the place and action time. Remember the names of the main
characters of the film. Describe the appearance of the main characters of the film.
Express your opinion on characters of heroes of the video film. Restore the
chronology of the film events. Share your general impressions about the film. State
the problems that were brought up by the authors of the film. Further, we pass to the
problem discussion. The teacher has to stimulate the students’ oral statements not
only about the film maintenance, but also about the problems and the ideas given by
the film. The following types of questions and tasks can provide the discussion: How
will you characterize the action time? What do you know about the scene of action?
What associations do the given scene of action cause? What emotions do heroes of a
film cause? Why? Whose character from heroes of the film is closest to yours? If you
were on the place of the film heroes what would you do in this situation? Predict the
further succession of events. Which problem do you consider as the most important
one? If you were the film director, how would you illustrate a similar problem in your
film? For the decision of each tasks students should know not only the general
maintenance of a video film, but also remember the details, and also be able to
estimate events, to give the characteristic to characters, using words and expressions
from speech support of a video film.
In the present millennium, there is a need to develop communication skills of
the learners. As a result of globalization, the situation demands to learn
communication skills and the one who learns these skills will be the winner of the
competition. The ESL or EFL learners can learn these communication skills in many
ways. One of the easiest and realistic ways is developing communication skills by
watching the English movies in the English classrooms in the presence of their
teachers and participating in the classroom discussions. There are various opinions on
the advantages of introducing English films into classrooms. According to Bahrani
and Tam (2011 and 2012) and Li (2009), “One of the problems that non-native
English language learners face is the lack of interaction in the language at home,
school, or neighbourhoods; which is generally understood to boost language learning
through providing the necessary language input for spoken language learning”. Curtis
(2003) aptly says that in some cases, even the English teachers as the available source
of language input in formal classroom setting; lack the sufficient knowledge in
second language. At this juncture, Yuksel, D. and B. Tanriverdi (2009). state,
“Various audiovisual technologies could be employed in non-native EFL/ESL
learning contexts that can provide opportunities for communicative English through
different authentic materials, which may not have been initially produced or used for
language learning purpose”. Furthermore, Sherman (2003) assumes that English
movies are a shift from the conventional and offer students realistic learning
environments. According to Sommer, “A single English movie’s clip can be
employed as the foundation for English skills practice: listening, speaking,
vocabulary and pronunciation”. Curtis (2007) states that by making use of English
Movies in the English classroom, students can enhance their vocabulary awareness
and they can even make their pronunciation and intonation much better. In view of
these opinions, movies are very important teaching materials to motivate the learners

10
to learn the English language and to develop their language skills efficiently.
One of effective media in teaching learning process is video. According to
Wikipedia, video is the technology electronically capturing, recording, processing,
storing and transmitting sequences of still image representing scenes in motion.
Video presents both audio and visual. Interactive video is technique used to blend
interaction and linear film / video. So, using interactive video in teaching learning
process here is a technique using video as the media to teach the lesson and attract
students' interaction in learning process. Language is authentic, so the use of video in
class will motivate students and also teach language in useful way. In addition, the
context increases the probability that the second language input will be
comprehensible. Moreover, the settings presented in video teach more than language.
They teach culture which many students need to know as much as they need to know
English. Students who are new to the culture feel comfortable because they can see
how others have handled typical problems with school, family, or finding a job.
Automatically it will increase their motivation in learning English. Video can also
add variety to the classroom so that more than one method is used to present
language. Not only it will make a class more interesting, but it can help students with
different learning styles. Many visual learners feel left out in the typical classroom
setting but can benefit from the visual input of video. Auditory learners also benefit
since they can listen to videos more than once. Because videos can be watched again
and again, they can provide the repetition that language learners need, so that students
can copy the videos and watch them at home. Video is also applicable in distance
learning programs which fit the busy schedules of many working students who can
benefit from a combination of classroom and home study. In a distance learning class,
students meet with a teacher six to eight times in a semester and then w a t c h t h e v
i d e o s o n t h e i r o w n time. The videos are showed on public television or can be
rented or borrowed. Video is a new teaching tool to increase students' motivation, a
study by Edna Bravo tells the participant feels that video is entertaining and help
them studying some technical concept which are difficult to understand. Students'
satisfaction surveys that are conducted shows that they state, videos are more
enjoyable way to introduce the subject, especially English and a mean to increase the
motivation. Videos enable students to watch visual graphic and practical application
of spoken language thus contributes at enhancing their interest in learning English. In
foreign language education video materials have proved more useful for many
reasons. This material provides students with the opportunity to experience the target
language in more natural concept because language is presented in less structured
way. Through interactive video materials students are given opportunity to participate
more active learning experiences and maximize their skills. Students will have
opportunity to observe more authentic materials. Most textbook are based on learning
principles of grammar, structure and pattern with application exercise and often filled
with sample of conversation to practice. But by using interactive video for example in
the form of television, commercials, or movie scenes, the authenticity can be added to
what students learning which allowing students to see aspects of communication such
as body language, gesture, cultural symbols, etc.

11
 The use of video films in a foreign language lesson brings variety to the
educational process, promotes the activation of students, and increases interest in the
subject. The video is an effective means of developing oral speech skills, and,
undoubtedly, helps to consolidate the past lexical, grammatical and phonetic material,
expand the lexical stock, helps prepare students to understand the speech of different
people, and create a natural language environment in the lesson. Research by Edgar
Dale showed that people remember 20% of what they hear, 30% of what they see,
50% of what they hear and see, and 70% of what they say and write about. The main
purpose of the videos is to activate the speech-and-thinking activity of students in the
process of mastering the language material by modeling the corresponding speech
situations. The use of video in the lesson contributes to the solution of the following
tasks:
- increasing the motivation for learning;
- creating a comfortable learning environment;
- contributes to the intensification of learning;
- increases the activity of trainees;
- creates conditions for independent work of students.
In keeping with the principles of developmental learning, video also helps
teach all 4 types of speech activity (reading, speaking, listening, writing), form
linguistic abilities (through language and speech exercises), create communication
situations and provide direct perception and study of the culture, history of the
country of the target language. Within the framework of the stated topic, we solve the
following tasks: - study the scientific literature on the topic of research; - to
characterize the technology of working with video film and video recording; -
analyze examples of educational videos. To achieve this goal, we use the following
methods: - analysis of theoretical literature within the stated topic; - a descriptive
method. Despite the active use of video materials in the process of learning foreign
languages, their diversity, the presence of a large number of video courses in foreign
languages, the method of working with video materials has not yet been sufficiently
developed. Modern psychologists and educators agree that the quality of the
performance of the activity and its result depend, first of all, on the motivation and
needs of the individual, his motivation, it is motivation that causes purposeful activity
that determines the choice of means and techniques, ordering to achieve goals.
Motivation is therefore a "triggering mechanism" of any human activity, as I.A.
Zimnyaya says, whether it is work, communication or understanding. Motivation is
an internal psychological characteristic of a person, which finds expression in
external manifestations, in a person's attitude to the world around him, in various
types of activity. Educational and cognitive motivation is an activity-based approach
to learning, the realization of the desire to study well. Any cognitive activity of
students, along with operational components (knowledge, abilities, skills), includes
motivational ones (motive, interest, attitude). Motivation is a source of activity and
orientation of the personality towards objects and phenomena of reality, as a result of
which activity arises. Nourishes and motivates tangible, real, milestone and ultimate
success.

12
 From those ideas above, it can be concluded that film has two dominants
functions those are as a mean of entertainment and source of teaching material which
provides students with learning experience. Actually, if the teachers want to present
their lesson to their classes by using film, there are main considerations that should be
considered carefully. First, the appropriateness of the film’s theme with curriculum
demand. It means that the topics of the film must be related to what has been stated in
the syllabus and based on the students’ needs. Second, the chosen film must be
suitable with the students’ age. The teacher should be very selective in using film
because film can give big influence on students’ psychology. As stated by Massi
(1996) that the students’ age and psychological maturity must be considered when
one decided what film can be used. Perhaps, before playing the film for teaching
media, the teacher must ensure that the film has benefits for the students’
achievement.

13
 III. DEVELOPMENT OF ASSIGNMENTS USING VIDEO FOR
TEACHING SPEAKING FOR INTERMEDIATE LEVEL

Video is a powerful tool in today’s classroom. It provides strong context

through which to teach English. Meaning brings the outside world into the classroom
and gives teaching “reality”. Video also provides all the paralinguistic features of
language that only audio can’t. The success of teaching a foreign language through
video depends on preparing students for the perception of a video. The expansion of
international relations and the entry into our market of British and American teaching
and methodical complexes, including video fragments, video lessons, significantly
expanded our possibilities in using audiovisual techniques. In the event that the video
is an attachment to a British or American educational complex, the teacher can use
the technology of its application developed by foreign methods and described in
teacher's book. In this case, video is an effective means of teaching a foreign
language. Together with the English educational complexes there is a large number of
feature films. Their viewing at the senior stage of education is close in importance to
the reading of the original fiction and has no less significance for the study of a
foreign language, since it allows to develop skills of listening, speaking and writing
on authentic material, which contributes to the improvement of the communicative
competence of students. We now have more access than ever to video. News
programs, adverts, comedies, documentaries, dramas, academic lectures are available
in digital format via the internet. Most of these resources weren’t originally created as
teaching materials. So it serves a real-world communicative purpose. Some materials
are authentic resources adapted for language teaching. Authentic material not
originally produced for English language teaching purposes, but adapted to different
grades. There are some positive characteristics of using video in the process of
learning foreign languages: the class does not require dimming, and therefore, the
contact of teacher with learners is continuous; video provides the possibility of using
different modes of operation, e.g. freeze frame, using only video track (with audio
track turned off) etc.; videos can easily be used for different types of work:
individual, pair, group, collective; video equipment allows to split movie into desired
number of clips, depending on the objectives of individual needs and characteristics
of learners to continue working with each clip separately. When teaching the
perception of speech by ear, it is necessary, first of all, to develop aural skills and
speech hearing with the support of native speakers. And in this case, it is the
authentic audio video texts that allow the students to hear the speech of the native
speakers, which reflects the living reality, the peculiarities of the national culture.
Most importantly, the authentic material provokes the students' cognitive interest, the
willingness to discuss problems, and, therefore, contributes to their motivation to
learn a foreign language. If the learner perceives foreign speech, then he begins to
realize that all his efforts spent on learning a foreign language were not in vain. Thus,
the main task of the teacher at the stage of work with authentic material is the
selection of audio or video material that would be interesting, informative, accessible

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to understanding, corresponded to the modern reality of a foreign language society
and would create favorable conditions for mastering new regional information,
behavior of native speakers, would facilitate their familiarity with the people's way of
life, its culture. Some teachers think that watching videos in English as a foreign
language classroom is more entertainment than education. However, if we consider
video as a text (a source of information) and we make a lesson using it that helps
learners develop language; we can use video resources to capture learners’ attention.
Video materials should be accompanied with support for language learning. The
simplest form of control is the task of specifying correct and incorrect statements,
choosing one correct variant from several proposed. This form of control is the
quickest way to test understanding when developing listening skills; however, it does
not develop the ability to speak. Answers to the questions asked before the survey
allows you to organize a conversation on the content of the scanned fragment, and at
a more advanced stage - the discussion, especially when the questions are of a
problem nature. Arrangement of frames in the order of their appearance in the film
allows not only check the attention of students, but they give support for oral
utterances. Personnel illustrate the development of the plot and serve as a good basis
for retelling. A more complicated task can be given to justify the choice, why one
frame does not precede another. An even more complicated version is a method of
introducing "jamming". When among the frames of this video fragment there is a
frame from the "alien" film. Students are asked to explain why this shot could not be
part of the video they watched. The video serves as a good dynamic visibility for the
practice of speaking in another language and creating situations of such
communication in the classroom. Students dramatize the dialogue heard from the
screen, playing it by roles. Here it is possible not only to accurately reproduce what
has been heard and seen, but also to re-think the text, its new interpretation. Such a
task can be more feasible than sounding or duplicating a film in your native language.
If the student's level of knowledge allows correctly and accurately reproduce the
scripted text, speaking on behalf of the video's heroes when viewed with the sound
turned off, then such an exercise can cause both great interest on the part of the
students and also have a big impact on increasing the level of their language
competence. When performing this task, various interpretations of the characters'
personality are possible; you can compare more or less successful variants. The same
great benefit is provided by duplication in the native language, since it teaches
students not to literally translate the phrases uttered by the characters, but adequately
interpret the meaning of the utterance, given the differences in intonation and phrase
design. The interpretation of idioms, interjections, appeals requires special attention.
Indeed, the stumbling block is the transition from "you" (pl.) to "you" (sing.), since in
English there is no difference between the single and plural second person pronouns,
which in many languages mean an officially polite or familiar-friendly relationship.
Therefore, in order to adequately convey the phrase in Russian, students should
correctly determine the level of the statement in a foreign language. Full-length
videos (which demand disruption with discussion, writing and vocabulary) and video
clips can be very useful in teaching English as a foreign language. However, it is

15
important to consider beforehand what we want our students to learn from the videos.
We’ll also need to plan how we can help our students learn. In planning to use video,
the following three stages should be considered: Stage 1: Provide questions that focus
students on what you believe is important in the video. Think over why you have
chosen this video, and what you expect they will learn from watching it. Questions or
prompts can be written on the board or worksheets that are handed out in class. Stage
2: Watch the video in class. Stop the video to draw students’ attention to something
you consider important to them. Stage 3: Discuss as a class or in small groups the
students’ answers to the questions you gave them. Nowadays, students are very much
visual learners. The quick spread of internet access makes the use of video in the
classroom much more effective and interesting. Video is a medium which is in some
way replacing printed materials. Presentation of audio / video text should include
such a volume and pace, which corresponds to the abilities of students. As a rule,
sounding the text for more than 3 minutes overloads short term memory and
complicates the perception process. The text is usually presented for listening twice.
If students do not understand the text after double presentation, it is advisable to view
the text in fragments. At this stage, the "Frozen frame" reception is widely used,
which allows you to click the "Pause" button again to preview and listen to a foreign
speech and answer the questions posed by the teacher. It should be noted that the
optimal solution is to develop a series of exercises based on the selected video. Thus
the preferred length of the video clip is 2-5 minutes as this period is sufficient to
obtain the necessary amount of information on the problem. The system of exercises
should consist of several sections. The first section (introductory exercises) can
contain tasks that allow students to prepare for perception of video and awaken the
existing knowledge on the subject. The second section (viewing, reading and talking)
should include exercises aimed at discussion of the watched fragment. Further on, we
should proceed to a more detailed discussion of this material. Exercises can include
answers to questions, gaps filling, matching, multiple choice, and so on. The third
section (follow up assignments) should include creative tasks on the basis of the
video clip: create dialogue on the video, prepare a report on the topic, make a
presentation on the problem. In order to make the most effective use of video in the
process of teaching foreign languages, it is necessary to emphasize the advantages of
this training tool: availability of video; the possibility of a more active creative
activity of the teacher; use of different operating modes; video materials are easily
used for different types of work: individual, pair, group, collective; video equipment
allows you to divide the whole movie into the required number of video segments
depending on the purpose; use of video makes the occupation more emotional and
effective; the use of video makes it possible to develop speech activity, makes it
possible in simple visual form to convey information to students; informative
saturation; concentration of linguistic means; the use of movies in English classes
introduces diversity in the learning process, promotes the activation of students,
increases interest in learning English; emotional impact on students. Generally video
activities are divided into 3 main types or stages: pre-viewing. Before watching the
video students do some activities. They help prompt student general idea and

16
background knowledge; viewing: students perform tasks and activities while
watching the video, with or without pausing the clip; post viewing: after watching the
video, students practice the language forms and vocabulary they came across in the
video. Students discuss, retell, role-play and complete tasks at this stage. There are
some conditions that should be observed when using video resources: video material
should correspond to the level of students' knowledge; visualization should be used
moderately, it should be used gradually, and only in appropriate point of a lesson;
watching videos should be organized so that all students can see the material clearly;
it’s essential to highlight the essential points; think over in detail the explanations
while watching a video; a video should be exactly matched to curricular material,
correspond to the topic under study. Presentation of educational material by means of
video is characterized by several specific features. They include the following: 1.
Information is presented by means of art, which makes the presence of figurative
models in introducing the material. The main characteristic of this model is the
presence of plot and composition. This fact underlines the closeness of figurative
model to the arts, and, on the other hand, the difference between such model and
traditional means of teaching foreign languages; in this case the emotional
presentation of educational material and emotional perception is assumed. The use of
video in the classroom contributes to the effect of complicity and empathy with the
characters, which in turn creates the real conditions of motivated communication in
class. 2. The information is dynamic, which increases the productive aspect of
learning, increases the density of communication in class, and improves the
efficiency of educational activities. Dynamism and emotion of material introduction
contribute to retention of information. 3. Video information has a high degree of
credibility provided by authenticity of video used in the process of learning that gives
rise to a high level of confidence in the information perceived by learners. While the
growth of online content, social networking, and multimedia production tools have all
helped educators reconsider how students should consume, discuss, and demonstrate
mastery of content, only the dramatic increase in video availability has led directly to
the "flipped classroom" movement. And with an increasing focus on making more
Internet connection available at educational institutions and at home, there is a sense
that we are only beginning to explore video's true educational possibilities.
Focus learners’ attention on speaking. This first stage is to do with raising
metacognitive awareness about speaking and has two main purposes: a) to encourage
learners to plan for overall speaking development Learners are given prompts to
encourage them to think about the demands of speaking and how they can prepare
themselves for it. b) to prepare learners to approach a specific speaking task Here,
prompts focus on the speaking task that has been planned for the teaching cycle.
Learners prepare by familiarizing themselves with the outcomes of the task and
considering strategies they need to complete it. Example task It is useful to spend
time thinking about your own learning processes. To help you get started here are
some simple questions. Write short responses to each one.
• What is your main reason for learning to speak English?
• What do you like most about learning to speak English? Is there anything you

17
do not like?
• Do you feel nervous or anxious when you speak English?
• List three things about your speaking that you would like to improve? Provide
input and/or guide planning Speaking in a second language can create a great deal of
anxiety for language learners, and so it is very important that teachers provide
support for the speaking task, giving learners time for planning what to say and how
to say it. The purposes of this preparation stage include:
А) introducing or teaching new language
b) enabling learners to reorganize their developing linguistic knowledge
c) activating existing linguistic knowledge • recycling specific language items,
and easing processing load • pushing learners to interpret tasks in more demanding
ways.
This stage involves scaffolding learning in preparation to meet the demands of
the speaking task. Maybin, Mercer and Steirer (1992, p. 188) explain the concept of
scaffolding as: ...not just any assistance which helps a learner accomplish a task. It is
help which will enable a learner to accomplish a task which they would not have been
quite able to manage on their own, and it is help which is intended to bring the
learner closer to a state of competence which will enable them eventually to complete
such a task on their own.

Example task
Explaining a Procedure or Process: Planning and Rehearsing
Part I Guidelines to help you prepare for the task
1) Identify a topic you are interested in or know quite a lot about (e.g. How
to do make your favorite food)
2) Write the main points you want to cover in the space provided below:
1)
2)
3)

3. Write down a phrase or an expression you would use to show that you
will be moving from point i to point ii and then on to point iii.
1)
2)
3) Part II Rehearsal (Optional) Practice giving the explanation. Use the
points you have made and link your ideas by using the signposting words you
have just identified. Don’t write down everything you want to say, so that you can
practice bringing in different points!

Stage 3: Conduct speaking tasks The purpose of this stage is to provide

learners with a context where they can practice speaking through a communicative
task. The task should encourage the learners to express meaning with whatever
linguistic knowledge, skills and strategies they have. In other words, this stage of the
cycle encourages learners to develop fluency of expression without having to pay too

18
much attention to accuracy of form. This stages should be less demanding for the
learners because of the teacher-guided or individual pre-task planning that has taken
place in Stage 2.
Stage 4: Focus on language/skills/strategies Stage 4 of the cycle is aimed at
creating opportunities for learners to improve language accuracy, as well as to
enhance their effective use of skills and strategies. In this stage, the teacher draws
learners’ attention to selected parts of the fluency task they have completed that need
attention. The parts could include language features such as pronunciation, grammar
and text structures, as well as vocabulary.
Stage 5: Repeat speaking tasks At this stage, learners carry out the speaking
task(s) from Stage 3 again. The difference between Stage 3 and Stage 5 is that
learners have now had a chance to analyze and practice selected language items or
skills during Stage 4. Therefore, they are able to apply this knowledge to enhance
their performance. Repetitions could be carried out by:
1. Repeating parts of the original task
2. Repeating the entire task
3. Having students change groups or partners.

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 CONCLUSION

All video resources presuppose active teaching. Materials alone don’t teach -
teachers do. The effectiveness of the use of video resources for teaching foreign
languages depends both on precise determination of its place in the educational
system, and on how efficiently the structure of the video lessons is organized.
Authentic audio / video materials have great potential for solving learning and
educational tasks when properly organized by teachers. With very informative
material, they create an atmosphere of real linguistic communication and are able to
ensure the successful perception of foreign speech by non-native speakers, and
increase the motivation of students to study a foreign language. The effectiveness of
using a video film depends not only on the exact definition of its place in the training
system, but also on how well the structure of the session is organized and how the
training possibilities of the video film with the learning objectives are coordinated.
The introduction of video materials in teaching considerably diversifies the process of
perception and processing of information. Thanks to the computer, the Internet and
multimedia that students have an opportunity to take in large amounts of information
with its subsequent analysis and sorting.
For teachers, what is relevant about the cycle is that it assists them to focus
systematically on planning each component, and to develop appropriate tasks and
materials for learners at different stages of learning. It also takes into account
activities that engage learners at the cognitive and affective levels. In other words, it
emphasises the following aspects: 1. The teaching of speaking should foreground the
respective roles played by the teacher, the learner and the materials. 2. The main aim
of speaking tasks is to help students develop the fluency of expert speakers where
meaning is communicated with few hesitations and in a manner that is appropriate for
the social purpose of the message. This is achieved through - the use of accurate
language and discourse routines, - appropriate speech enabling skills, and - effective
communication strategies. 3. Learners’ speaking performance can be enhanced
through pre-task planning and task repetition, as these activities can reduce cognitive
load during speech processing. 4. Learning involves noticing key information and
storing it in long term memory. Activities that focus learners’ attention on language,
skills and strategies are therefore an important part of teaching speaking. 5. Activities
that help learners develop metacognitive knowledge and self-regulation of their
speaking and learning processes are also needed to address affective and other
cognitive demands of learning to speak a second language. By planning lessons
according to the stages in the Teaching Speaking Cycle, teachers can address all these
concerns and provide valuable scaffolding for learners as they engage in speaking
tasks. Learners will not only practice expressing meaning using their existing
language resources, but they will also receive timely input and guidance for
improving their performance from their teachers.

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