technology is regarded as a kind of "teacher" with the capacity to transfer information. In this way,
teachers use video as a tool to aid in the learning process. As an alternative to immersing a student
in a language world, one may build one when teaching a foreign language, for example, by using
original (authentic) materials in foreign language classes. The Longman
dictionary of modern
English defines authenticity as "the quality of reality or truth" [5]. Frey (2012) describes the term
"authentic" as "having something to do with the real world" [6].
When we use the term "authentic materials", we usually mean authentic literary texts.
Authentic texts are those that are based on native speakers' language practices and written by native
speakers for native speakers. Since it includes dialogues, monologues, and the author's voice, a
feature film is a form of literary text. When used to teach students a foreign language, a feature film
has a range of advantages over a literary text: 1) A feature film's text contains graphic symbols,
allowing the viewer to interpret both spoken and nonverbal language; 2) the film is designed for
immediate interpretation by the audience. As a result, when compared to a literary book, the film is
more descriptive and helps you to get more detail in a shorter amount of time. It also uses a more
pictorial and open format to display content; 3) A feature film has an entertaining aspect in addition
to perceptual and linguistic functions, allowing the viewer to understand and study the subject
content even more efficiently. Taking into consideration all of the above issues, as well as the fact
that most people view the world through spoken language, it is fair to assume that a feature film, as
a form of literary document, is one of the most important ways for students learning a foreign
language to improve their linguistic competence. It has a lot of promise for improving foreign
language teaching methodology in the region [7].
Criteria for determining whether or not a film is genuine. Before
you begin working on a
feature film, you must first determine the intended audience's level of proficiency in a foreign
language. The movie you will watch is determined by the language level of the viewer. As you can
see from the analysis of working with English and American films, you can recommend such films
as "Ocean's Eleven" or "Ocean’s Eight" to the audience with an advanced or high (intermediate-
upper-intermediate) level of English language proficiency. For audiences with an average (pre-
intermediate) level of English language proficiency, it is advisable to watch the movie "The Help".
Aside from splitting the crowd by level of language competence, it's also a good idea to select
a film depending on the audience's technical specialization. As an example, we can take the film
"American dreamz", which corresponds to the specialization of students studying journalism. This
film is undoubtedly of interest to them, because it contains a lot of professional media terms
presented in the context of the media. Similarly, for students studying history or engaged in cross-
cultural studies, the film "the King's Speech" will be of special professional interest. Studying topics
such as the United Kingdom or the monarchy in the United Kingdom, which are usually included in
the program of many educational areas.
The importance of subtitles in foreign language instruction. A documentary film can be
watched with or without subtitles. Subtitles will aid foreign language students and teachers in
bridging the distance between reading and speech comprehension. Garza believes that by providing
the student with a familiar graphic representation of the utterance, subtitles give meaning to
previously incomprehensible audio units, gradually levelling the perception by ear and
understanding of the read [8]. Subtitles offer important verbal and moral
assistance to students at
the beginning and intermediate stages of foreign language proficiency.
Stages of working on an authentic film. The phases in making an authentic feature film are as
follows. The film is learned in the first level, and the teacher prepares to show it to the students. The
following are the key goals of this stage: 1) Determine the importance of a film to a specific
audience by determining if it is relevant to the curriculum or the students' specialization; 2)
Determine how complex an authentic feature film's vocabulary is for an audience with a specific
degree of foreign language proficiency; 3) Determine the amount of time required to watch the film,
as well as to perform all required activities and activities prior to, during, and during screening [9].
The second stage entails the development of pre-examination, post-examination, and workout
activities to be completed when viewing a feature film. Interrogation exercises help students to
understand the story of the film by preparing them for it, simplifying the screening process, and
preparing them for it. The following are few examples of post-production tasks: 1) reading and
decoding the title of the film; 2) forecasting the plot's progression based on the title; 3)
learning
complicated or unfamiliar terms and figuring them out in the light of phrases from the film, as well
as doing vocabulary exercises. The activities done during the screening process are designed to help
you better understand the film's events and plot. Both activities can be completed with occasional
movie suspensions, which allows the teacher to maintain a functioning environment in the audience
during the screening process and monitor the students' level of comprehension of the film's events.
During viewing, these activities can include the following: 1) The teacher asks students questions
and asks them to answer them when the episode is muted; 2) a so-called "voice-over" of a silenced
episode, wherein the teacher puts a movie scene in muted mode and the students try to recover the
original text of the scene by roles; 3) a so-called "voice-over" of a silenced episode, during which
the teacher puts a scene from the film in muted mode and the students attempt to reconstruct the
normal text of the scene by roles. When done aloud, this task is extremely beneficial. The most
efficient method for completing this mission is to record the episode as a dialogue, which helps you
to mimic live conversation in a foreign language. 4) exercises on understanding an episode that
involve "Yes/No" questions or "True/False" responses, exercises on gap-filling; 5) anticipation of
possible outcomes of the movie after a certain scene; 7) a rundown of the movie events that
happened before the film was disrupted at some stage.
The aim of post-examination activities is to encourage students to use the language they are
studying in their daily lives while also improving their analytical thinking and ability to analyze in a
foreign language. Following are some examples of post-screening tasks: 1) retelling the story from
the perspective of different actors in the movie; 2) group or monologue review of the film's core
idea; 3) discussion of alternate film endings; 4) responses to concerns about the film's storyline
planned
in advance by the teacher; 5) tasks with the aim of "Yes/no" responses to questions or
"true/false" answers, exercises to fill in gaps, challenges to pick the right words for a certain
character in the film in a specific episode (A, B, C, D), and other questions with answer choices are
common.
The advent of digital, hypertext, network, and networking information technology has opened
up a world of possibilities for successful foreign language learning. Text records, visual images,
music, and video recordings will all be used for multimedia technology [10-11]. Many high-tech
and digital resources are available to contemporary teachers to help them reconstruct the English-
speaking experience or another environment of foreign language lessons. The interactive world in
which today's students live encourages them to use multimedia technology in their classrooms [12].
Authentic feature films and videos are also one of the most powerful and useful digital tools for
producing positive outcomes in learning a foreign language to students, according to modern
researchers. Authentic videos are crucial in the production of oral language instruction [13]. As a
result, numerous events aimed at improving students' English conversational skills will be
organized. A student should be able to apply the rules and meanings in practice rather than simply
memorize them in a foreign language class [14]. Films, especially those with subtitles, are an
effective resource for learning expressions and providing students with
a simple and convenient
way to integrate a foreign language into their daily lives. Practicing instructors and practitioners are
researching the use of realistic feature films in teaching a foreign language to pupils, which is
highly beneficial in terms of practical and theoretical usefulness for the education process.
In the process, we prepared methodological developments for the original films Ocean's
Eleven (2001) and Ocean's Eight (2018), which are used to train all the skills learners get when
learning a foreign language. Our developments include exercises such as General question's for
discussion, Identification of the theme, Distinguishing the audience, characters, music, casting and
effects through discussion which serve as a preparation for the analysis of the film. The exercises
are aimed to check the understanding of the film content and repeating the grammatical material
that is studied, which helps to remember what students saw and learned.
So, for the students of the specialty "Foreign language: two foreign languages" in order to
check their understanding of what they saw, the following tasks were offered:
1. Answering to the questions about the content of the video;
2. Determining whether a statement is true or false;
3. Choosing the correct answer from several suggested options;
4. Explaining the meaning of proverbs, sayings, and statements made during viewing;
5. Filling in the gaps in the sentences with missing information.
At the end, there were three written tasks to choose from: writing a critical review, writing an
analysis
of the films, or comparing and contrasting two versions of the film. These tasks develop
students ' ability to express their impressions in writing.
Aforementioned methodical developments were introduced to and practiced by the students of
the 4th year of the specialty "Foreign language: two foreign languages".
Results of the lesson were satisfying as many students had been participating actively and had
led active discussion of the proposed questions and they were willingly analysing the content of the
film. Videos and visualisation helped to promote language environment and enhanced the
understanding of the content of the film. Most of the students have shown interest in distinguishing
and identifying the differences of two versions of the original films as follows: Ocean’s eleven and
Ocean’s eight. Also, different writing tasks were provided to choose.
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