РОЛЬ АВТЕНТИЧНИХ ВІДЕОТЕКСТІВ У ПРОЦЕСІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ СТУДЕНТІВ-ІНОЗЕМЦІВ
Role of authentic videotexts in the process of communicative competence formation in foreign students.
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The article covers the usage of authentic videotexts at the initial stage of teaching Russian as foreign language. The authenticity problem has recently been in focus of the methodology of foreign languages teaching. Authentic videotexts are of the most interest. Texts of this type when based on a complex of tasks help study phonetical, lexical and grammatical material, and they also introduce the students to the authentic language samples andethnic and cultural peculiarities of the country which language they study. Authenticvideo materials(cartoonsinparticular)possessbiginformationvalueanddynamicsandtriggerinterestandmotivation for the foreign language studying.Video clips provide high information capacity of the material, visual content of the lesson, promote cognitive activities of the students, increase intensity and quality of studying, as well as give possibilities for the development of language, speech and sociocultural competence. Effectivenessofvideomaterialusageduringthelessonsofforeignlanguagesdependsnotonlyondefiningitsplaceintheeducationalsystembutalsoonthe rationality of the video lesson structure and coordination between the educational potential of the video film and the educational tasks. Cartoonshaveanumberofadvantages: theyareauthentic, informatively rich and contain high concentration of language means. This type of video helps present the language material in the real context, repeat and increase the vocabulary, enhance the communicative skills. Usageoftheauthenticvideomaterialsincreasesthestudents’activity, makesthelanguagestudyprocessemotionalandinteresting, develops speech skills and helps foreign students create the communicative competence. The cartoon not only helps to introduce the new linguistic units and widen the students’ lexicon, but also increases motivation for studying a foreign language. The results of the research can be used both by teachers and students during foreign language classes.The perspectives of further research can be seen in the deeper analysis of the video material usage when teaching Russian and Ukrainian as foreign languages.
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