Ministry of higher and secondary special education of the republic of uzbekistan

CONCLUSION
In order to create effective teaching materials to be implemented in the EFL classroom by using video equipment, I adopted the following method taking into account three factors including: language, content, and production.
As a basic step in the creation process of the teaching material, I have acquainted myself with the video equipment. For example, I studied the functions of the ‘Hardware’ then started practical shooting exercise for sometime until I got used to the equipment.
I have asked a colleague, who is a native speaker of English, to help me complete this task by playing the major role in most of the videotaped segments.I have explained, in anticipation, the purpose of the videotaping to the people who are directly involved in the actual shooting process and have obtained prior permission in each situation from those people.I have videotaped short segments that can be viewed and reviewed so as to allow longer time for students’ classroom activities and participation.I have focused on the language, content, and production so as to meet the objectives of the project. For example, I have chosen situations whose medium is “transferable to real life situations, which students are likely to come across” (Stempleki, 1987). In order to make it real, I have chosen a native-to-native interaction. Moreover, I have asked the actors involved to speak at a considerable speed and natural enough to be easily understood by students who are going to use this teaching material. Finally, I have also asked the characters to maintain pauses in the course of the dialogue. This gives students enough time to comprehend the language patterns that they are expected to use in classroom activities.As for the content, I have tried to choose situations whose content is of great value and interest to students. Besides, the content has also been chosen to project some cultural aspects of the native speaker’s life that are also of great concern for the EFL learner. Finally, I realize that I had very little experience with the cam-cord however; I have tried to produce clear, steady, and focused picture and sound in each of the segments.
Videotape authentic material representing non-EFL environments to give examples of particular language functions in operation. These are situations that EFL learners are likely to encounter through their day-to-day socio-cultural interaction with native speakers of English.
Intrinsically motivate students by presenting authentic language interaction, providing an authentic look at the culture, aiding comprehension, and providing students with a medium such as the videotaped situations that I have chosen for this purpose.
Expose, as explicitly as possible, the nonverbal components of the language (i.e., body language) or what is technically called language paralinguistic features.
Developing the concept of ‘acculturation’ and the pragmatic rule of the ethnography of speaking that go side-by-side along with the explicit verbal message a native speaker employs in language interaction.
Teaching English in EFL classes by designing lessons and activities that students will implement as individuals or in groups with the aim to develop their language competence and performance and to use English, perhaps, in similar situations to those included in each videotaped segment. Once we implement the videotaped material with the above-mentioned objectives, we will provide students with opportunities to practice using the language skills in authentic communicative setting.
Using video material in a non-English Language Teaching (ELT) environment can motivate students. They will undergo a special experience of real feelings of accomplishment when they understand what is going on in a situation where native speakers use English. Thus, an EFL learner will realize that “with a bit of extra effort and practice, along with some help from the teacher, ‘real English’ is not beyond their comprehension” .