Video in Teaching Foreign Languages: Modern and Future Trends

Abstract

This work is devoted to the problem of using video in teaching foreign languages. Video in training is one of the most effective tools combining sound and image, which offers students a basis for further communication. The work discusses the stages of implementation of audiovisual technology, including the pre-viewing stage, presentation, and post-viewing stage. The goals and content of each stage and some possible forms of work are described. The author describes the features of selecting the content of video materials and formulates the principles of selection: the principles of authenticity; sound quality and artistic design; compliance of the language content of the video with the level of language training and the interests of the students; conformity of the genre features of the content of the video with the educational goals; topicality of the video material; conformity of the socio-cultural content of the video with the goal of forming the socio-cultural component of foreign language communicative competence. The author examined the features of the structure of videos in teaching foreign languages and also formulated the principles of using videos. Algorithms for various types of working with video are presented. The most promising types of activities using video are characterized.

1. Introduction

In the last decade, the understanding of the “digital factor” – the intensive development of new information and communication technologies, which entails a radical reformatting of the information landscape of the educational system, has become an increasingly significant aspect in understanding the meanings of the education of the future. It is obvious that this factor has an increasingly obvious influence on the dynamics and internal content of education, changes the “coordinate system” of the educational process, and produces new, sometimes unexpected perspectives on understanding the answers to the question “who are we?” transferring it from an “eternal” and largely retrospective state to a situation of constant relevance. We are changing reality, and reality changes us. But there are phenomena that remain unchanged in their essence. One of these phenomena is language.

A foreign language in today’s world is the key to many doors. A specialist in any field who speaks a foreign language has much more opportunities than a specialist who speaks only his native language. Knowledge of foreign languages brings a specialist to a new level because he/she can make his/her achievements in the profession public, carry out wider communication, and expand his/her professional horizons [1, 2, 3]. A foreign language becomes a means of more intensive development of a person because a linguistic picture of the world is added to the usual picture of the world of a specialist, and this is already a completely different view of the world. In this regard, the problem of teaching foreign languages, the development of new technologies and teaching methods, and the use of information technology for this purpose remains relevant.

Modern methods of teaching foreign languages are based on many well-known and recognized methods, such as mixed (A.R. Loren, I. Rakhmanov, A. Shcherba), social-communicative (P. Gurvich, A. Mirolyubov), structural-functional (A. Starkov, V. Slobodchikov, A. Shapko), methodological concept of the Moscow School of Teaching Foreign Languages (G. Rogova, I. Vereshchagina, I. Bim, I. Zimnyaya, B. Lapidus, R. Minyar-Beloruchev), conscious-comparative method (A. Kreusler), method of activating the reserve capabilities of the individual and the team G.A. Kitaygorodskaya, linguo-sociocultural method (S.G. Ter-Minasova, V.A. Maslova), etc. Appeared at the turn of the twentieth-twenty-first centuries express method by I. Davydova, intellectual method (intellectual method), emotional-semantic method by I.Yu. Shekhter, case method, methods of D. Runov, V. Milosevic, reading method by I. Frank, supreme learning system by M. Shestov, original program proposed by D. Nikulicheva, foreign language course of I. Rumyantseva, as well as the communicative method (V. Kuzovlev, E. Passov) and modern methods of V. Leventhal, N. Zamyatkin, A. Dragunkin, T. Baitukalov and G.O. Gromyko (matrix method), project method, D. Petrov’s method, explicative-communicative method of teaching foreign languages in a nonlinguistic university by G.A. Krasnoshchekova and many others testify to the high degree of development of the problem of teaching foreign languages. We can mention also intercultural method (J. Enever, E. Lindgren), grammar method (J. Bond, C. Hazell, J. Rifeser), communicative-telecommunication method (M. Petrova, J. Gao), multisensory teaching proposed by V. Šepec, and “flipped” method (M. Kondratyuk, L. Romaniuk).

Video resources in teaching have been considered by I. M. Schnitman, T. Strasser, Y. Yang, and H. Shang.

In the direction of using personal characteristics in training, among many others, it is necessary to name the methodology of individualized training, taking into account the influence of the cognitive styles of students B.L. Leaver and the methodology of differentiated teaching in accordance with the properties of the nervous system of students (according to dynamic types: weak, inert, strong, mobile), proposed by M.K. Akimova and V.T. Kozlova.

Despite the presence of a significant number of studies on the possibility of using a person’s psychological characteristics, influencing his consciousness, and the personal sphere in order to increase the effectiveness of learning, there are no teaching methods that are simultaneously focused on the formation of foreign language competencies and the development of educational and cognitive skills. Many methods of teaching foreign languages, which we observe in the modern educational space, the use of various means of teaching, and the rich content of foreign language teaching indicate that a foreign language is one of the most popular disciplines in the educational process. Many methods, techniques, and technologies of teaching foreign languages make us think about the quality of the educational process [2].

Practice shows that many methods and means of teaching foreign languages do not always give the desired effect. The problem is that language teachers are always looking for the optimal method of teaching, which would allow for minimal time to achieve maximum results. In our opinion, the use of video in the teaching of foreign languages has the greatest potential in comparison with other means of teaching because only video allows you to put the language learner in the world of the language, to demonstrate the sociocultural phenomena associated with the language, and to engage in the learning process all channels of perception of information. Video is a unique medium that combines sound and image, learning, and culture [4, 5, 6].

Video, in teaching foreign languages, is an opportunity to hear native speakers, see sociocultural phenomena, and try to understand a foreign language in a natural situation, and not in a classroom. Video shows the real situation of communication, which is so necessary for learning all aspects of the language and mastering all kinds of activities – reading, speaking, listening, and writing [3].

Video is a special tool for teaching foreign languages, which requires special training from the teacher, preparation and use of additional materials, and development of tasks and exercises, that is, methodological and pedagogical support for the use of video in the educational process [7].

2. Stages of realization of Audiovisual technology

In realization of audiovisual technology based on video information, it is necessary to distinguish the following stages [3, 8, 9].

Previewing – statement of the purpose of viewing, the formulation of tasks, and removal of lexical and grammatical difficulties. The formulation of the global purpose of work and a specific goal of viewing and statement of an educational problem – what exactly should be made by students during presentation of a video information and after it? At the stage preceding viewing, the entire system of goals that the teacher sets for students is usually formulated. Also at this stage, difficulties of various types are removed. Removal of lexical difficulties can be carried out by presenting a list of words to the video material, explaining the meaning and significance of the words, and giving examples of their use in speech and literature. Removing grammatical difficulties is realized by explaining grammatical rules with examples, performing grammatical exercises, and training grammatical structures. The removal of sociocultural difficulties is realized through regional studies comments, explanations of sociocultural differences between peoples, and examples of sociocultural topics [10, 11, 12, 13].

Presentation of video – primary viewing, viewing repetition if necessary. The video information presentation can be carried out one or many times. It depends on the viewing purpose. The variety of video information viewing purposes allows to offer the following classification: illustrative viewing, fact-finding viewing, studying viewing, critical viewing, and search viewing.

Video demonstration can be done in various ways. For example, I.D. Salistra suggested displaying the material in the form of an extensive or fragmented exposition [14]. According to this scientist, if the goal is linguistic material, it is better to use fragmented exposition [4]. If the goal is to assimilate sociocultural material, it is more logical to use a comprehensive exposition. Fragmented exposure involves dividing the video into separate fragments. Expanded exposure means showing the entire video.

Post-viewing includes: (1) the control of understanding having the various purposes and the forms, (2) formation, development, and perfection of the foreign language communicative competence on the basis of lexical, grammatical, and cultural video information maintenances, and (3) total control. The post-viewing stage is the stage in which learning is implemented based on the video watched. It comes in various forms. After watching the video, work can be done on training and discussion of linguistic material, grammatical material, and sociocultural information. This stage necessarily contains a control block since it is necessary to understand which part of the video was understood by students and which part caused difficulties. This is realized through control, which can be carried out in various forms: oral, written, question and answer, frontal, individual, control of understanding of the content, plot, memorization of the main characters, and events [15]. It is this stage that is the most active in the formation and development of foreign language communicative competence.

The actualization stage in working with video is associated with the further development of foreign language communicative competence based on the use of acquired foreign language knowledge and skills. The actualization stage has no boundaries and lasts exactly as long as the student speaks a foreign language. Using the acquired knowledge and skills, the student updates the acquired competence, that is, constantly uses it in his future activities [16].

3. Selection of content for using video in teaching foreign languages

Analysis of studies on the content of film and video materials [11], as well as our own practical experience with video materials, allowed us to conclude that the specificity of video materials as a means of education requires considering also special didactic principles in their selection. The need to consider special principles is explained, firstly, by the presence of a large number of video materials, secondly, by their availability, thirdly, by the variety of their content, and, fourthly, by the features of the equipment necessary for their demonstration.

We will consider the following special principles for the selection of video materials: the principle of authenticity, the principle of sound quality and artistic design; the principle of compliance of the language content of the video material with the level of language training of students, the principle of conformity of the genre features of the content of the video material with the educational goals, the principle of compliance of the content of the video material with the interests of the student; the principle of the topicality of the video material, and the principle of conformity of the sociocultural content of the video material with the goal of forming the sociocultural component of foreign language communicative competence [16, 17].

The principle of authenticity is that only video materials should be offered for training that contain authentic language material that truly reflects the features of the language, life, life, history, and culture of the countries of the language being studied, as well as professional authentic materials that reflect the level of development of science and technology in the specialty of the student. Authentic materials we consider as materials that were created in the country of the language being studied and were intended for use by native speakers, but later found application in the educational process focused on a communicative approach to teaching foreign languages outside language environment.

The principle of the quality of sound and artistic design is that the language content proposed for use must have a high-quality sound and artistic form. For use in the educational process, video materials with a high level of sound and artistic design should be selected.

The nature around us is distinguished by a variety of colors. The human eye in the course of its evolution is accustomed to distinguish about 180 colors of maximum saturation. Three colors – green, red, and blue – according to the three-component theory of light are the main ones. Color in education began to be used simultaneously with visual clarity. Since the 30–40s of the XX century, when color was mastered in cinema, the color effect in the educational process has taken an even greater place. Along with black-and-white films, color filmstrips and films are increasingly being shown in the classroom. At a certain stage in the development of methodological science, the question of the place of color and black-and-white films in the process of teaching foreign languages began to be actively discussed. Psychologists and methodologists proposed the path from color film to black-and-white and again to color as the most rational in terms of methodology and psychology of teaching foreign languages [18, 19, 20]. The development of society, science, and technology has adjusted this point of view. Color is not only a factor of emotionality but also a factor in the construction of associative links that contribute to the memorization of language material. We will assume that the use of black-and-white video production distracts attention from the language material. We have carried out the following experiment. Students were offered video material in color. Seven minutes after the start of the demonstration of the video material, the color was removed. This caused not just misunderstanding, but even bewilderment of the students who were used to color television and color film production, which naturally provoked negative emotions and made further viewing impossible. A similar reaction could be observed in 93% of the students. This is due to the following reasons: the early stage of the use of film products, which was later replaced by video products, is characterized mainly by the presence of black-and-white film materials. The current level of development of technology and film production implies the use of black-and-white film materials only in a stylistic context. In other words, the eye is already accustomed to the dynamics of colors, and black-and-white film production immediately tunes in to any stylistic decisions. Thus, we can conclude that the path from color video production to black-and-white and again to color seems to us irrational. The constant use of color video materials will be positive for the course of the learning process at all its stages.

The soundtrack must also be of very high quality [21]. The first was speech accompaniment. Showing objects and pictures, the teacher described them by means of his voice. The sound design of the first films was musical. In the process of viewing the picture, a musical instrument was played behind the screen. This was the most elementary way of sound tracking a film, not requiring great synchronization accuracy. In 1927–1929, sound film was invented with musical and speech accompaniment. By 1936 gramophone recording became noticeably widespread, which contributed to the study of the musical culture of various countries of the globe. In recent years, magnetic recording has developed greatly, which is widely used in many areas, including teaching foreign languages. The leading place in the sound accompaniment belongs to speech. The role of music is also great. It creates certain prerequisites, causes the emotions and moods necessary for better perception, contributes to a more complete knowledge of the culture of the country of the language being studied, and develops students’ auditory sensations. Note that noises and pauses also matter. Noise, as well as music, accompanies the video material (movement of characters, external phenomena: traffic, thunderstorms, etc.) pauses are considered as a kind of sound design, which also has a strong effect on the student.

The solution to the problem of the quality of sound and visual information also depends on the solution of the issue of the rate of its presentation. Teaching foreign languages is carried out in time and space. The human brain, the work of the organs of speech, is also characterized by a certain rhythm. In sound films, the standard visual tempo is 24–25 frames per second. The sound range also has its own characteristics in terms of the tempo of language signals. Mialaret for the French language defines low rate: 90 words/min., medium: 130 words/min., high – 180 words/min. [9]. The visual feed rate should be standard – 24–25 frames per second. Slow or fast frames are a methodologically justifiable exception. The normal pace of sound and visual sequences creates optimal conditions for the perception and correct understanding of the studied language material [9].

The principle of compliance of the language content of the video material with the level of language training of students provides for the observance of two conditions:

• The language content of the video material must comply with the generally accepted language norm;

• The language content of the video material must correspond to the level of the students’ language skills.

The next principle is the correspondence of the genre features of the content of video materials to educational purposes. This principle is implemented under the condition that the following factors are considered in the process of selecting video materials:

• The content of the video material should always be subordinated to educational purposes;

• The genre in which the footage is filmed should also be chosen in accordance with the learning objectives.

The principle of matching the content of the video material to the interests of the student implies the selection of such video materials, the subject matter of which corresponds to the interests of this age group of students, arouses interest, and creates the basis for subsequent communication. In addition, it is necessary to strive to identify and consider the individual characteristics and interests of the student, which will contribute to the effective use of video materials.

The need to consider the principle of the relevance of the topic of video material is associated with the rapid pace of development of modern society and the accumulation of information. The relevance of the selected video material is determined by the correspondence of its subject matter to modern problems being solved by the world community.

The principle of conformity of the sociocultural content of the video material with the goal of forming the sociocultural component of foreign language communicative competence ensures the realization of the goal of teaching a second foreign language, formulated above. The video material selected for use in the educational process should illustrate the sociocultural background of the foreign language being studied.

4. Structure of video

Note that the structure of video materials is always subject to the genre in which they are created. If we take as a basis the criterion of the purpose of creating video materials, then all video materials can be divided into two large groups: (1) video materials that are not adapted for use in the educational process and (2) video materials prepared specifically for use in the educational process. The first group consists of video materials, the creation of which was not subject to educational purposes. These are materials purchased or recorded from television, news programs, weather forecasts, advertisements, feature films and documentaries, sports programs, etc. This includes the entire range of television products offered by modern television. The second group includes educational feature and documentary films, as well as video courses.

Video courses have a diverse structure. As a rule, this is a series of video lessons, united by a common storyline, having common characters.

In addition, some common features can be identified in the structure of various video courses. One of these features, in our opinion, is, for example, the presence of a detailed and fragmented exposition in the structure of video courses. These concepts were proposed by I. Salistra [14] to characterize the structure of film materials. We believe that these structural components are quite applicable for video courses. The detailed exposition is a film novella, and the fragmentary exposition is presented in the form of separate situations. The purpose of the expanded exposition is the initial presentation of the material. The purpose of the fragmentary exposition is a detailed and in-depth presentation of lexical and grammatical material.

Concluding the consideration of the structural features of video materials, we note that their structure should be maximally correlated with the educational purposes of the demonstration. To achieve the objectives of the lesson, the structure of video materials during the demonstration process can be changed in accordance with the principles of using video materials, which we will consider in the next section of the study.

5. Principles of using video in teaching foreign languages

Based on the study of scientific sources (B.A. Altshuler, A.A. Blumshtein, A.M. Gelmont, V.A. Dashevskaya, M.I. Dubrovin, V.I. Ivanova-Tsyganova, K.B. Karpov, V.M. Kuznetsov, L.P. Pressman, L.D. Tsesarsky) and the analysis of our own experience, we have formulated the following principles of using video in teaching foreign languages:

• principle of situational basis;

• the principle of informativeness and entertainment of the visual range;

• unity of sound and visual range;

• the dominant role of the sound;

• increasing the language complexity of the video as it is used;

• problematic content of the video;

• dynamic content of the video;

• maximum use of the sociocultural background of the video for educational purposes;

• the principle of removing language difficulties;

• the principle of methodically justified use of video.

The principle of situational basis means the following. Every video must have a plot. In a video clip, this plot is short, and it may not even be a plot, but some fact or event demonstrated in video form. In a video, this is a plot that necessarily has an action and a result. A video course, as a rule, has characters, a plot, and events that help illustrate any linguistic phenomena. This means that the use of video in training is necessarily based on a certain plot, and the plot always contains a situational basis, which can then become the subject of discussion, forecasting, and analysis.

The principle of informativeness and entertainment of the visual range of video material is associated with the formation and maintenance of interest in the video while working with it. The informative nature of the video provides the basis for further development of communication skills and cognitive activity. The entertainment of the video provides the formation of a special emotional background, which, as it is known from psychology, promotes memorization of the material. In addition, the informative and entertaining nature of the video provides the main incentive for learning – interest, which is formed and should be supported in various ways. As the observations of the author of the study show, even people who have mastered the basics of a foreign language and have good listening skills for magnetically recorded stories read by native speakers of a foreign language perceive the soundtrack of films poorly.

The principle of unity of the sound and visual series is that it is necessary to consider that the sound and visual series are perceived differently. The sound series is more complex since it is based on a foreign language, some words and even sentences may be incomprehensible and unclear. The visual series in this case serves as a support for the soundtrack and allows you to understand the content of the video to a greater extent. This unity ensures the involvement of two channels of information perception, which, in turn, increases the degree of understanding of the content of the video. Some French Methodists (Guberina, Rivank, Mialare) believe that the picture should be ahead of the sound by a few seconds. Russian researchers consider the most justified option when the word of a foreign language is ahead of the appearance of the object (G.Kh. Karagluev, S.B. Ablam, B.A. Altshuler, etc.)

The principle of the dominant role of the sound is associated with the problem of the relationship between picture and sound. There are conflicting opinions in the literature on this issue. Some French Methodists (Guberina, Rivank, Mialare) believe that the picture should be ahead of the sound by a few seconds. Domestic researchers consider the most justified option when the word of a foreign language is ahead of the appearance of the object (G.Kh. Karagluev, S.B. Ablam, B.A. Altshuler, etc.). From the point of view of the speech perception process, each of these options is legitimate and can be effective under certain conditions. At the level of external materialized action, students’ attention is concentrated mainly on the content of perceived speech. Therefore, it is obvious that the word cannot precede the appearance of the picture. Another equally important issue is the time gap between word and action. Objectively, there is always a certain time interval between a word and the appearance of a picture. A light signal travels about a million times faster than a sound signal. In addition, the speaker has a natural anticipation of the action in relation to the word; before pronouncing a sound, word, or sentence, the speaker must adjust the organs of speech accordingly. A noticeable advance in the speed of visual information is partly reduced due to the fact that a person’s reaction to auditory signals is somewhat faster than to visual ones. An increase in the natural lead of the visual range is practically justified.

The principle of increasing the linguistic complexity of the video means that each subsequent video should be a little more complex than the previous one in order for foreign language communicative competence to develop.

The principle of problematic video content means that working with video material will be a solution to any problem, and for this purpose, tasks should be formulated accordingly. The problem that needs to be solved stimulates search activity and cognitive activity and develops the skill of decision-making.

The principle of dynamism of the video material means that the actions in the plot of the video should replace each other, and there should be no changes or events. This is necessary in order to better remember the plot so that the video can then become a situational basis for discussion. In this regard, videos are especially successful since the plot thought out by the author of the film and played by the actors provides the most favorable basis for further language work.

The principle of maximizing the use of the sociocultural background of video for educational purposes is that video material can always give much more sociocultural information than we think. The very principle of video production implies that they are always created against a certain sociocultural background containing the realities of another culture or another language, demonstrating other sociocultural phenomena. This should be used in the most active way teaching students intercultural dialog.

The principle of removing lexical difficulties when working with videos means that before offering students a video, the teacher must identify all the language difficulties that may occur when working with videos, and organize a special preview work that will be able to remove these difficulties. We are talking about phonetic, lexical, and grammatical difficulties. This, of course, involves the teacher’s preliminary work on processing the information contained in the video and preparing special materials that will be offered to students before viewing. It should also be noted that there is such a form of working with videos when the teacher intentionally does not remove language difficulties from students, formulates tasks, and invites them to start watching immediately.

The principle of methodically justified use of video in the educational process is the most important principle in this list. Very often, we can observe when a video is used in the educational process just for the sake of declaring its use. For example, a teacher simply turns on a video, invites students to watch it, and then asks what exactly they understood. Such viewing will not lead to the formation and development of language competence. You can watch movies on your own in your free time. The educational work with the film has a completely different character. It should be specially prepared by the teacher in the form of assignments, exercises, questions, and handouts, that is, methodically justified and formalized [12, 13].

We have given only a few principles that we consider the most important in organizing work with video. In fact, there are many more of these principles, and they are related to the specifics of the subject “Foreign language”, with the features of video as a means of teaching, with the features of the content of video materials. Compliance with these principles will make working with videos effective and will contribute to the development of the student’s personality.

Having defined and justified the principles of working with video in teaching a foreign language, we will consider the options for the sequence of actions when organizing work with video.

6. Types of algorithms when working with video

The use of video in teaching foreign languages is implemented in accordance with certain algorithms. We have proposed a general algorithm for working with all types of video materials and universal for the implementation of any type of viewing (Figure 1).

Figure 1.

General scheme of stages of work with video information in teaching foreign languages.

The algorithm shows that when working with video, we distinguish three stages depending on the goals set. The first stage is everything related to the preview work, it can be diverse, it can be explanations, explanations, removal of difficulties, discussion of tasks, etc. Then there is direct work with video information on its perception and comprehension. In the third stage, we distinguish between working with linguistic content, that is, with language and working with situational content, that is, discussing topics and situations in video.

Next, we would like to introduce algorithms for different types of browsing. The fact is that we distinguish several types of viewing related to the main goal. We propose to distinguish between critical viewing, search viewing, studying viewing, fact-finding viewing, and illustrative viewing.

Video presentation can be one-time or multiple-time. This depends on the level of foreign language competence of the group, the level of development of video perception skills, the mood for working with video, the complexity of the video, and the goals set by the teacher. The variety of purposes for demonstrating video allows us to propose the following classification of types of video viewing:

Illustrative viewing: This type of video viewing solves the problem of illustrating any linguistic (phonetic, lexical, grammatical, and stylistic) or sociocultural phenomenon that is being studied. This may be an illustration with or without an explanation. Illustrative viewing aims to observe a linguistic or sociocultural phenomenon in a real language situation. Illustration of a lexical phenomenon involves showing objects or phenomena being studied at this stage. An illustration of a phonetic phenomenon allows you to hear how native speakers pronounce sounds and what emphasis they place. Illustrative viewing is very effective in getting to know sociocultural phenomena characteristic of another culture – in our case, the culture of the language being studied. Figure 2 shows the algorithm for illustrative viewing.

• Fact-finding viewing: For the purpose of general idea reception about a video information and its subjects; this is watching a video in order to find certain facts given information; this type of viewing is characterized by the fact that it requires, from a psychological point of view, greater stress from the student. This is due to the fact that the search for certain information requires a high concentration of attention, concentration, and the ability to select the necessary information from the stream. The information you are looking for can become the subject of forecasting, discussion, research, refutation, development, etc. This type of work requires creative tasks, the formulation of which should stimulate the student to find solutions and options for completing tasks. Figure 3 shows the algorithm of foreign languages training technology for fact-finding viewing of video information.

• Studying viewing: Let us consider one of them presented in Figure 4. This algorithm shows the complete technology of training, including fact-finding and studying viewing consistently. The algorithm consists of four stages uniting 11 blocks. Each stage has special educational purposes and comes to the end with the control block. The control results define the possibility of transition to a following stage or returning to the previous one. The purpose of the first stage is the language competence formation allowing to remove lexical and grammatical difficulties at primary viewing of video information. As it has been specified above, the language competence is considered as a component of the communicative competence and defined as possession of lexical and grammatical knowledge and skills. The first stage begins with introduction of a lexical and grammar material. Then training of lexical and grammatical material on the basis of exercises follows.

Figure 2.

Algorithm of illustrative viewing in foreign languages training process based on video.

Figure 3.

Algorithm of fact-finding viewing in foreign languages training process based on video.

Figure 4.

Algorithm of studying viewing in foreign languages training process based on video.

Studying viewing is the most difficult type of video viewing since it includes obtaining complex information from the video, simultaneous memorization of certain facts, phenomena, processes, attention to detail when understanding the overall storyline, memorization of plot logic, and attention to linguistic features in all aspects of the language. The complexity of this type of work explains the complexity and length of the algorithm that illustrates it. The algorithm clearly distinguishes several stages that are associated with changing types of activities. Some stages include algorithms for other types of browsing. The learning viewing necessarily contains a training language part, which ensures the formation of foreign language communicative competence. The goal of the first stage of the algorithm is to introduce and train the lexical and grammatical material necessary to understand the video and overcome all types of difficulties. This stage includes not only the introduction of lexical and grammatical material but also its training. If the group.

has a high level of foreign language communicative competence, then this stage can be skipped. The next stage involves setting a problem that students need to solve while watching the video. This is followed by watching the video directly, taking into account the assigned tasks. After this, the teacher determines the level of understanding of the video and, provided there is a sufficient level of understanding, sets the next task, after which the video is shown again. After the second viewing, there is a specific discussion of the video in accordance with the assigned tasks. Next comes the stage of developing foreign language competence based on the video material. This basis can be both linguistic and situational. Features of the video plot and factual material become the basis for the development of the problems presented in the video. To work with this algorithm, serious didactic training is required on the part of the teacher. The stages of training lexical and grammatical material require the selection of special thematically relevant training exercises of a lexical and grammatical nature. Exercises should be designed in such a way that it is possible to remember the material during training. The ideal option from a methodological point of view is one in which grammar exercises are compiled based on the lexical material of the video. This makes it possible to solve two problems at once. Exercises should be selected and arranged in increasing difficulty and should allow you to take vocabulary and grammar skills to a new level.

The teacher needs to prepare assignments at various levels since students have different levels of foreign language communicative competence. The direct responsibility of the teacher is to involve all students in active work with video; it is for this purpose that exercises should be differentiated by difficulty, this allows differentiated teaching of students and the implementation of a personal approach.

Also important are tasks of a sociocultural nature, in the preparation of which the teacher needs to show creativity. Acquaintance with another culture should be positive, and students should be oriented toward the deepest possible knowledge of another culture and a comparative analysis of several cultures.

We consider the final stage to be the updating of linguistic and sociocultural knowledge acquired by students, which continues throughout the entire period of study, further use, and accumulation of knowledge.

• Critical viewing: Critical viewing is an opportunity to develop critical thinking, which is associated with the ability and willingness to critically perceive information, be able to analyze it, and relate to it in accordance with one’s personal attitudes. Critical viewing is one of the most difficult types of work with video since it requires a certain courage from the student in analyzing what he sees, generalizing, drawing conclusions, and expressing his own opinion. The following sequence of actions presented in Figure 5 is proposed. Tasks for critical perception are formulated, and then critical viewing is carried out. It is followed by the problems understanding control. In this way, we have a situational basis for discussion, which follows. To organize a critical viewing, the teacher needs to think through all the features of this type of work. For it to be successful, it is necessary to systematically develop in students the habit of critically assessing the facts they encounter. This may not happen right away because critical thinking requires certain skills that are developed with the help of special exercises and assignments.

Figure 5.

Algorithm of critical viewing in foreign languages training process based on video.

This type of viewing leads to discussion, discussion, and a clash of opinions, which can be used to develop foreign language communicative competence. Here the teacher should pay special attention to student communication; it should be friendly, constructive, and educationally fruitful.

• Search viewing is viewing with the purpose of searching for specific information. In some ways, this type of viewing is similar to fact-finding viewing, but there are differences. Fact-finding viewing has more targeted goals, focused on narrow factual information. Search viewing is aimed at finding broader information as part of solving a problem. Search viewing is focused on work with video information of cultural or special professional character, and it is aimed at searching some special information. As it has already been marked above, search viewing is a version of illustrative viewing, as Figure 6 shows.

Figure 6.

Algorithm of search viewing in foreign languages training process based on video.

Our proposed options for working with video materials, differentiated by target settings, allow us to diversify work with video, use it at various stages of the educational process, and vary the types of activities [6] using video materials.

7. Future trends in Using video in teaching foreign languages

We believe that the most popular trend in the future will be virtual reality, which in itself is a constant process of watching videos only in various forms and with different goals. Virtual reality will feature films, cartoons, and interactive courses, as well as the ability to create your own videos. A powerful technological trend is being laid to create alternative digital universes. This can be treated in different ways, but this is already the reality in which we live. Metaeconomics has already become a reality, the result of technological and social transformations taking place today. Oculus Quest headset, with its help, students simulate performing surgical manipulations in three-dimensional space, for example, inserting a pin into a broken bone. Virtual reality in psychiatry is used to treat post-traumatic syndrome in combat participants.

Modern methodologists [10] offer three main trends when working with video materials, which continue to be very effective:

• active viewing;

• creating your own video materials (making your own videos);

• creating a video supplement to the main textbook (video your coursebook) [8].

This classification is based on the criterion of the degree of activity of students and teachers in work using video materials. Active viewing involves working with methodically prepared video materials and offers a wide variety of tasks aimed at developing communicative competence.

Creating your own video materials is a type of work that uses the process of creating video materials as a situational basis for organizing the educational process in a foreign language. The basis of communication in the process of video production is the discussion and writing of the script, the preparation of scenery, costumes, dialogs, and, finally, the process of video production itself.

Creating a video application to the main teaching aid involves the use of video as an additional illustration of the linguistic and sociocultural content of the educational process.

The study and analysis of the proposed types of tasks and exercises, as well as some practical experience, led us to the conclusion that the first type of work is the most effective – active viewing. This is due to the fact that the second and third types of work are based on self-production of video materials. For students, the very technical side of the production of video materials presents a certain difficulty since this skill, in general, is not sufficiently developed for them.

Thus, all three types of the proposed tasks certainly deserve attention, but, given the available material and technical base, as well as the skills of working with video equipment (video camera), the most attention should be paid to the first type of work – active viewing, which requires the greatest activity of students in browsing process.

When considering the problem of the typology of tasks and exercises [6, 9], we proceed from the fact that the choice of appropriate tasks and exercises depends on the type of video material (video course, video film, other video materials), as well as on the organization of the educational process using video materials.

When considering the organization of the educational process using video materials, it is necessary to proceed from the fact that all video materials are classified by us as: (1) video courses; (2) video films [22]; and (3) other video materials

When working with video courses, which are a single whole, including tasks and exercises created by the authors of the video courses, the teacher strictly follows the structure of the educational process proposed by the authors of the video courses.

In the case of using individual fragments of the video course in the educational process, the organization of work will be the same as when working with all other video materials.

8. Video animation

Practice shows that at the initial stage of teaching a foreign language, the use of video animation is especially effective. The characters in video cartoons are endowed with a certain character, and they act in specific conditions. Note that this is one of the advantages of animation over cinema in terms of use in the educational process in a foreign language. It is also methodically important that interest in video cartoons does not weaken with multiple viewings. This helps to maintain attention to the repeatedly presented educational material and ensures the efficiency of perception.

The undoubted advantage of animated videos is their (1) authenticity, (2) informativeness, (3) concentration of language means and, (4) emotional impact on students. It should be noted that cartoons always cause a huge number of positive emotions among students. We believe that the effectiveness of the use of animated videos depends on the rational organization of classes. Several stages of work should be distinguished: preliminary work, which precedes the demonstration of the cartoon, includes a linguacultural commentary and the creation of an attitude toward understanding cartoon demonstration, checking understanding of the content through questions, and activation of language material through various types of exercises and assignments.

For example, dividing a cartoon into main episodes working with a soundtrack by episodes with the task to repeat or finish the characters’ lines, determining who the lines belong to and which episode they refer to, and reproducing of content in oral and written forms.

Tasks and exercises after viewing are designed not only for the formation but also for the development of communicative competence. The final part of the tasks and exercises should be the communicative activity of students. In this regard, it is necessary to fully understand the cartoon. One of the ways to achieve is video replay.

In the process of using the third type – all other video materials – the teacher has, in our opinion, the greatest freedom of creativity and offers the greatest variety of tasks and exercises.

9. Conclusion

The effectiveness of using a video in the educational process depends not only on the exact definition of its place in the learning system but also on how rationally the work is organized, how the learning capabilities of the video are coordinated with the learning objectives, and also on how the functional features of the video are considered. We highlight the following functional features of the video when using it in the educational process, informative and educational, illustrative and visual, organizing and managing, educational, and integrating [23].

The algorithms for organizing work with video proposed in this work allow any teacher to organize work with video using these algorithms creatively.

We believe that video has the greatest potential in delivering learning compared to other media and technologies. Video has the ability to show the subject being studied, a foreign language, in a real setting when we hear the language of native speakers. Video involves the use of two channels of information perception – auditory and visual, which increases the effectiveness of learning. Video provides a basis for further discussion and communication, which then becomes more interesting. We believe that the future lies in the widespread use of video in the educational process. One of the most promising areas is the production of video materials by students for the purpose of learning a foreign language [13]. Organizing video production by students makes it possible to organize communication and produce a new educational product, which can be further developed. Video is one of the most effective teaching tools because video allows you to demonstrate the surrounding reality.

The use of video in the educational process is associated with the use of new information technologies, which allow us to reach a new level of learning foreign languages [24]. Taking into account the clip-based thinking of modern students, it is necessary to build the educational process on new foundations that will allow the new generation to master foreign languages quickly and efficiently.