Use of video materials in foreign language classes as a means of forming communicative competence

Abstract

The article is devoted to the method of using video in foreign language classes as a means of forming communicative competence and a tool that promotes individualization of learning and motivation development of cadetsʹ and studentsʹ speech activity. It was found that the main purpose of learning a foreign language is the development of foreign language communicative competence in the totality of its components: language, speech, socio-cultural and educational-cognitive. It is emphasized that the use of video materials in foreign language teaching is based on the principle of clarity. The following classification of video materials is presented: for the purpose of creation; by genre; by the number of topics covered; by method of production; for didactic purposes; by structure and degree of completion; under the terms of use of video materials. It was found that video materials can function as: content support, semantic support, stimulus to language learning. There are three main stages of working with video texts: pre-text stage, text stage, post-text stage. It is established that the goals of the pre-text stage are to motivate students and remove possible difficulties in perceiving the text. The following types of pre-text tasks are distinguished: options for predicting the content of the text, presentation of the main content of the text by the teacher, preliminary research or project work. Text stage is to ensure the further development of language, speech or socio-cultural competencies of students, taking into account the real possibilities of foreign language communication. There are the following types of tasks: tasks to search for linguistic information; tasks for the development of receptive skills; tasks designed to develop speaking skills; tasks created for the development of socio-cultural skills. The purpose of the post-text stage is to use the source text as a basis and support for the development of productive skills in oral or written speech. Project work and role-playing games can be used at this stage. It is concluded that the use of videos in foreign language classes is a very effective method of presenting educational material and allows students to maintain a constant interest in learning the language and diversify classes, avoid monotony that often occurs in traditional classes.