Устойчивое развитие: язык, межкультурная коммуникация

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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