AUDIOVISUAL COMPONENT IN THE CYCLE OF DEVELOPING COMMUNICATIVE FOREIGN LANGUAGE COMPETENCE IN MONOLOGUE PRODUCTION BASED ON IMPLICIT SPECIALIZING OF NON-LINGUISTIC STUDENTS
DOI:
https://doi.org/10.17721/2663-0303.2017.1.10Keywords:
audiovisual implicit specializing, video, integrated audio and video combined strategy, collective interaction patterns, monologue production, lexical units of economic and tourist registers, non-linguistic studentsAbstract
Background: Video is an audio-visual medium, with the sound and vision being separate components or played together. On the strength of these two modes of video application methodologists distinguish between two basic approaches: 1) manipulative prognostic strategy and 2) integrated audio and video combined strategy. The former fosters students’ ability to predict developments in the video content in prospect or retrospect and produce utterances on the basis of what the learners have seen or heard. But the latter strategy is of more communicative value as it presents complete communicative situations with verbal and non-verbal aspects of communication in the real world.
Purpose. The purpose of our research is to devise audiovisual implicit specializing with the view to developing integrated socio-cultural and professionally oriented communicative foreign language competence of non-linguistic students at the primary stage of higher education on the basis of integrated audio and video combined strategy.
Results. The implementation of audiovisual component implies: 1) meeting the requirements of the National Curriculum for Universities in English for Specific Purposes (ESP); 2) using video for implicit specializing; 3) following successive stages of gradual speech skills development; 4) employing collective interaction patterns.
Guided by the Curriculum, we selected videos with typical communicative situations in the areas of economy and tourism. Though covering communication in non-professional spheres, these videos contain quite a number of lexical units that can be employed to develop integrated socio-cultural and professionally oriented communicative foreign language competence at the primary stage of higher education. We also devised successive stages of gradual speech skills development with video and proposed exercises based on role play and collective interaction patterns.
Discussion. If compared with implicit specializing on the basis of printed materials audiovisual implicit specializing has a number of advantages. Audiovisual component:
- increases the number of lexical units memorized by students twice;
- provides the articulation patterns for lexical units of economic and tourist registers to be perceived and followed by students;
- promotes the development of speech fluency at the stage of synchronized reproductive speaking while viewing the video with the sound off;
- imparts dynamic character to communicative exercises.References
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