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

MINISTRY OF HIGHER AND SECONDARY SPECIAL

EDUCATION OF THE REPUBLIC OF UZBEKISTAN

ТЕRMEZ STATE UNIVERSITY

DEPARTMENT OF ENGLISH LANGUAGE
AND LITERATURE
COURSE PAPER

on the theme

« Developing students' speaking skills through video materials.»

	DONE BY: 3 ^rd course student of the English language and literature department Butayeva Shohista.
	SUPERVISOR: Tadjiyeva M.F..

TERMEZ - 2022

CONTENT
INTRODUCTION…………………………………………………………………3

CHAPTER ONE.THE ROLE OF UTILISING VIDEO MATERIALS IN TEACHING FOREIGN LANGUAGE
1.1.The features of using video materials in teaching foreign language…………….5
1.2.The use of animation videos in developing students’ speaking skill………….12
CHAPTER TWO. DEVELOPING STUDENTS' SPEAKING SKILLS THROUGH VIDEO MATERIALS.
2.1.The practical role of using video materials in English lessons………………..23
2.2.Videoconferencing is the one of developing speaking skills……………….....27
CONCLUSION…………………………………………………………………...31
REFERENCES……………..……………………………………………………..33

INTRODUCTION
Video has been proved to be an effective method in teaching English as a foreign/second language (EFL/ESL) for both young and adult learners. Video can be used in a variety of instructional settings—in classrooms, in distance learning sites where information is broadcast from a central point of learners who interact with the facilitator via video or computer, and in self-study and evaluation situations. It also can be used in teacher’s self and professional development or with students as a way of presenting content, initiating conversations, and providing illustrations for various concepts. Teachers and students can always create their own videotapes as content for the class or as a means to assess learners’ performance.
In this project, I have videotaped a number of situations which foreign students are expected to use to communicate with native speakers. These include opening a bank account, mailing materials at the post office, asking for directions, lining up for lunch in the college dining room, and talking to a professor. These “slices of living language” as Lonegan (1992) calls them, can be brought into the EFL classroom with the help of the video equipment to teach language and cultural concepts that are usually associated with it, both verbally and non-verbally, in a real communicative setting.
Stempleski (1987) states, “a rich and exciting source of video software for EFL/ESL classes is authentic material.” Authentic video material, especially that which represents what goes on in a non ELT environment, designed for its entertaining value rather than language teaching is a rich and exciting source of video software for instruction in English as a second language (ESL) classroom.
Using the aforementioned situations, I have devised a language teaching lesson with activities aiming at helping EFL learners get oriented both in language use and some cross-cultural interactions with native speakers of English. Besides, the lesson and the accompanying activities are intended to improve EFL learners’ communicative language skills (i.e., listening, speaking, reading, and writing). Finally, by using the videotaped segments, I aim at focusing on developing the learners’ fluency in the process of language acquisition in a natural ongoing day-to-day interaction with native speakers.