Nasiba SALIKHOVA

Nasiba SALIKHOVA
Senior teacher of the department of theoretical disciplines

Uzbek State World Languages University

nasitun@mail.ru

THE ESSENTIAL INFLUENCE OF FILMS IN TEACHING INTEGRATED SKILLS

Мақола инглиз тилини ўқитиш жараёнида кинофильмлардан фойдаланишнинг зарурияти ҳақида маълумот беради, чунки бу талабалар учун билиш ва интеграллашган фаолиятини шакллантириш имкониятини яратади. Бадиий фильмлар шу тил фойдаланувчилари учун ишланади, шу сабабли фильмлардаги нутқ реал ҳаётдагидек ифодаланган. Бу каби фильмлар ҳақиқий мулоқотдаги инглиз тили нутқини тушинишда асосий мақсадлардан бири бўлиб хисобланади.

В статье речь идёт о необходимости использования фильмов в процессе преподавания английского языка. Так как они дают большие возможности для развития умений и навыков во всех видах интегрированной деятельности. Художественные фильмы создаются для носителей языка, поэтому в них говорят так же, как в реальной жизни за пределами класса. Понимание живого английского языка является одной из основных целей его изучения.

The article refers to necessity of using films in teaching English, as they give much opportunity to develop the students’ ability and skills in all types of integrated activities. As the films are produced for a native speaker, it provides with examples of English used in ‘real’ situations outside the classroom, particularly interactive language. The understanding the language of real-life conversation is the main purpose of language learning.

Калит сўзлар: фильм қаҳрамон қиёфасини эслаб қолиш, қўллаб қувватлаш, рақамли, рағбатлантириш, намоийиш қилиш.

Ключевые слова: уловить образ героя фильма, способствовать, цифровой, поощрение, показ (демонстрация).

Key words: capture moving images, promote, digital, encouragement, display.

Nowadays the world becomes smaller and smaller, computer and the internet are spread in fast speed. The usage and development of high technology, like mobile devices and computers allow people use them in easy way. The access of watching films, clips or other editing tools have changed our life. Of course it changed the way we teach and language learning.
Film – producers can post their films online and reach thousands of viewers such as language learners. Of course all teachers use grammar exercises, slide-show and tape recorders during the lesson, but How do you think what’s the principles behind communicative language teaching? — to make students use the language in real life.
So, I mean time by time we should shift to authentic material, as video and advertisements and so on. The film contains the certain topic and it can promote the idea which we could hardly explain occasionally. It can also reveal the topic with real life evidences and facts, in which the learner will be exactly involved. So our main task we should help students to raise their awareness of authentic material and take the advantages of using them in language teaching. We, teachers usually use newspapers/magazines, novels, articles, advertisements, reports, instructions in real life as an authentic material. The material taken from real sources, which have not been specially created for teaching purposes, attracts more learners’ attention rather than the texts in the textbook.
In my opinion, the films made for native speakers have much benefits of using as authentic material in the classroom, like; real life language, real life situations, students can assess themselves against real language. Nonetheless, authentic texts can increase students’ motivation. Movies are extremely useful in language teaching because they are samples of real language and help to bring the ‘real’ world into the classroom. But the teachers should be careful in selecting them, taking into account the age and the culture of learners.
Possible criteria for the selection of authentic material:
1. Relevance (to syllabus, to learners’ needs).
2. Interesting topics which will encourage learners to respond.
3. Cultural appropriateness (e.g. absence of any phrases or episodes that can be offensive, also whether the text is culturally accessible)
4. The level of difficulty of the language in relation to the ability of the target group.
So, I’m sure that they may motivate students and involve them in thinking about real problems and situations. Students can be deceived about the true nature of the language if they are always offered textbook texts. From time to time learners need to assess themselves against real language. Teachers can show any necessary part of the film within one class several times, so the students are able to acquire detailed familiarity with the film which is important in enabling them to critically engage with the material on a meaningful level.
As Chan and Herrero mentioned, as most short films can be watched several times a different focus or activity can be used for each viewing which may help to develop integrated skills. Another reason why films are particularly useful to use in a single lesson is that they offer a complete story in a short time, which seizures learners’ attention quickly. All students love creative stories in films. [1, 15]
During my teaching process I used too many films such as; Harry Potter, the Ron Clark’s story, Pride and Prejudice, Bridget Jone’s diary, Romeo and Juliet, The love is……, Four Feathers, Untouchables, Bad Weddings etc.
Language teachers use films in their classes for many years, because learning from films is motivating and encouraging. Some of my colleagues often ask me: “What can film or video give our students? How they can help us?” It’s about six years that I started to use English films as an authentic material in my lessons. And it helped me much, as the motivation – it is great! Encouragement – is Fantastic! The result – is super!
Once I was looking for some short films about marriages and engagement of different countries related to cultural issues related to curriculum. I found the film, it was precisely the film which I wanted to provide as an authentic material. It was “Bad Weddings”, the most appropriate one to my lesson. A Catholic French couple sees their life upside down when their four daughters get married to men of different religion and origin. It’s a very enjoyable comedy, which reveals cultural issues and traditional attitude between members of the family.
We all would like to believe that most of us are above racism. Unfortunately sometimes we notice that racism has not disappeared, it is just better hidden. To watch film which exposes such deeply deep-rooted attitudes head-on, is quite something. “Bad Weddings” provided my students with sample dialogues of English used in ‘real’ situations outside the classroom, particularly interactive language – the language of real life conversation. It’s maybe due to these films the students were shown natural expressions and the natural flow of speech.
According to the article “How can film help you teach or learn English?” written by Kieran Donaghy from 21-st October 2014, learning from films is motivating and enjoyable. So, motivation is one of the most important factors in determining successful second-language acquisition. Films and TV shows are an integral part of students’ lives so it makes perfect sense to bring them into the language classroom. Film, as a motivator, also makes the language learning process more entertaining and enjoyable.
However, it’s obviously that there are more advantages both: for learners and for teachers. According to Donaghy, another benefit of using film that it provides a source of authentic and varied language. Besides, improving speaking and listening skills, film gives a visual context. The ‘visuality’ of the film makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in a full visual context. It can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources helping students to develop all four skills.[2, 4]
Additionally, the film is used to practice listening, speaking or writing. The students may complete the tasks such as discussions, roundtable-debates, role plays, recreating a dialogue or summarizing. The following example activities will increase the students’ communicative skills. The tasks are based on the review of the book “Pride and Prejudice”. This is one of students’ favourite books of all time; of course it can be tricky to understand because of the old language at times. It’s a really beautiful love story and definitely worth reading.
Most of all, the conversation between Darcy and Elizabeth were both intelligent and entertaining. The characters were witty and well developed and the main idea was completely perfect. Here the learners may revise some film review vocabulary through pair or individual work discussions; they may write their own film review after analyzing a model, or answer the questions about the film.
Activity 1. Read the film review. Does the writer answer all these questions? Check and tick ()
1. What is the topic?
2. What genre is it about?
3. What is the book based on?
4. Where do the film events occur?
5. Who are the main heroes in the film?
6. Who plays the main character?
7. Who is your favourite character in the film? Why?

Film review
Pride and p