Education of the republic of uzbekistani samarkand state institute of foreign languages

Advantages of the media to students and language learners:

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  Popular media (movies, music, YouTube) are media familiar to students, which help attract attention and keep students interested in the theories and concepts discussed.
  
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  Students can see theories and concepts in practice. In a figurative sense, theories and concepts jumped off the screen.
  
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  Students can hone their analytical skills by analyzing the media using the theories and concepts they are studying.
  
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  Using media in the classroom allows students to see concepts and new examples while watching TV, listening to music, or watching movies with friends
  
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  Students can experience a world beyond themselves, especially when the media is completely different from the local environment. [62, 45]
  

In addition to the many advantages, teachers must also take into account some precautions when using the media. Using the media requires a thorough understanding of copyright law, some understanding of the workload involved, and some skills in identifying content, which will promote learning rather than become a distraction. The media supplements teacher-guided learning by encouraging students to listen to music, read printed materials, or watch documentaries or movie clips.
The main advantage of this method is that the teacher acts as a facilitator, helping students explain what they hear, read, or see. Students can also make media. This method uses prompting students to play the role of a teacher and creates content that attracts students and helps them master concepts. Finally, social media can also be used to enhance teaching and learning, including various online technical tools, so that people can easily communicate via the Internet to share information and resources. So, how to choose the best language teaching media from other media language teaching means. We all use it. In its simplest form, the term “teaching aids” refers to any physical material used by teachers to facilitate learning. Therefore, the media covers everything from blackboards to classroom blogs. If you grew up in the 1970s, classroom media also means motion pictures projected on an old projector. In the 1980s, it was a VHS tape. But today, the amount of media options that we can use in language teaching is simply dizzying.
It seems like every new day brings another great new trend to explore. Every time we find new media, is it worth the time to add new media to our toolbox? Or sometimes the outdated media that we have always relied on may be the best? There are innovative digital media tools that can add a new dimension to our teaching. But there are some time-tested real media tools that you may not fully utilize. As we explore the vast and diverse world of language teaching media, we have already done some work for you. Here six multimedia resources to achieve a wide range of language teaching goals. The right teaching aids promote language learning. [7, 55]
The media can connect students with real audiences. If students have never really used their language skills, they will soon lose motivation to learn. Linguistic media, like actual audio or video applications, can open up listeners to native speakers with whom they can communicate. This kind of experience makes the value of language learning more credible than simply relying on some artificial conversations that take place in the classroom. Media make content more visual.
According to research, up to 65% of students are visual learners. This means that most of students need pictures, diagrams, videos, and diagrams to learn. Open access to real materials. Even those outdated VHS tapes allow us to access movies and TV shows in the target language that we can't find anywhere else. Students just can't get the actual linguistic contact they need from textbooks or just from you. The first two media named are museum pieces today, while radio is the home of talk shows and disk jockeys, but the motion picture is still going strong, joined by television and videotapes.
The survey found that students and teachers are becoming more aware of the media and are increasingly using cameras and other video production equipment. It also found that attention to the acquisition and use of computers has not replaced television in the classroom. [54, 459]
Even before VCR was easy to use, the “Introduction to Film Course” had become the main course in American colleges and universities. It has been clear over the years that film can be used as a complement to almost any subject, especially language arts. Well pointed out that in addition to encouraging the use and development of communication skills, the film can also be used to establish a social background in English as a second language and provide visual “texts” for deaf students. In fact, movies can be considered as a form of text. They are controllable teaching tools that provide a wide range of subjects, communicative language, language environment and cultural content. If used correctly, classic literary videos can become a powerful ally for teachers in English classrooms. Also the film allows teachers of longer assignments that can be omitted, or teachers of controversial assignments that can be excluded from the curriculum. The example “The Cat on the Tin Roof” by Tennessee Williams. Although this movie is definitely an adult movie, there is no offensive material or language that can appear in the original drama in the script.
Use TV news and documentaries in middle school and post-secondary classroom writing teaching model. He believes that the structure and content of news reports reflect the practice of essay writing, so it can be used as a writing project that effectively serves teaching. You can take a step-by-step test of selected TV programs in a single class, using the following strategies:
(1) As a warm-up mechanism, teachers introduce writing skills (for example, inform or persuade);
(2) Students have time to ask questions and comments;
(3) Show news or documentary footage;
(4) Students develop an outline for news reports, which they will write based on the stimulus;
(5) Evaluate the organization of the project. [59, 266]
The diagrams are compiled at the end of the course to minimize any external influence; after their sketches are returned, students complete a paper during the next class. Another method using popular media to generate topics for composition seminars designed for college writers but suitable for high school writers. This method focuses on advertising images, but also uses movies, monthly magazines, and TV series to help develop critical thinking when writing. The seminar is based on a series of analogies between what students have learned through experiments as movie and TV audiences and what they need to know as prose writers. Using a humble elementary school day soap opera as a vehicle to teach corrective writing in the SEEK project of New York City University. Using VCRs and videotapes, so that everyone can watch the episode at the same time (and fill in the gaps in the plot by reading the “Soap Opera Digest”), Moss first requires students to write at the most basic level. This mission aims to capitalize on your enthusiasm for “soap operas”. Which characters do you like most and least, and why? Class members then discuss the performance and begin to impose critical standards on the material.