USE OF MEDIA MATERIALS IN TEACHING ENGLISH: INTERPRETATION OF GENERAL DIDACTIC PRINCIPLES
The article considers some aspects of the use of mass media in teaching English to students of nonlinguistic specialties. In particular, special attention has been paid to general didactic principles and their interpretation. We have tried to substantiate the use of mass media in teaching English i...
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| Format: | Article |
| Language: | English |
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Alfred Nobel University Publisher
2020-12-01
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| Series: | Vìsnik Unìversitetu ìmenì Alʹfreda Nobelâ: Serìâ Pedagogìka ì Psihologiâ |
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| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2020/2/36.pdf |
| Summary: | The article considers some aspects of the use of mass media in teaching English to students of nonlinguistic specialties. In particular, special attention has been paid to general didactic principles and their
interpretation. We have tried to substantiate the use of mass media in teaching English in terms of these
principles.
It has been demonstrated that the use of mass media contributes to the combination of education
with upbringing, in particular, environmental, patriotic, aesthetic education. The need to diversify media
sources for training students in accordance with their specialties has been proven. It is suggested that the
student should gain experience of independent acquisition of knowledge, skills and abilities for his or her
further independent study.
It has been proven that a student assimilates educational material better when he or she is an active
subject of cognition. It is important to use atypical, paradoxical, comical moments in the educational
process. It has been suggested to combine information perceived through different senses. It has been
demonstrated that work with Internet websites contributes to the expansion of media literacy.
Training should be organized on the basis of methodological pluralism. Any part of media material
should be discussed from a critical point of view. Students should analyze media content from a scientific
point of view as well.
It has been proven that work with media materials should be carried out systematically. In our
opinion, it is possible to use tables and databases in order to systematize knowledge about the Englishlanguage media discourse. It was emphasized that media materials are important not per se, but as a tool
of the educational process. Therefore, there is no need to memorize the specific data, but the main aspects
of the journalistic style are worth remembering. So, after reading a lot of newspaper headlines, students
will learn the peculiarities of their writing in English.
It is better to use the mass media that is in the public domain. This will make students acquire
knowledge earlier and eliminate the need to purchase materials. The oral speech should be clear and
understandable. It is necessary to take into account the psychological characteristics of memorization
(visuals, auditory and kinesthetics, i.e. the perception of material in different ways). In addition, the
individual needs of each student should be taken into account, and from this point of view, the tasks should
be flexible (if possible). The assignments depend on age, specialty and interests of the student. Learning
English as the first or second foreign language also matters. Some students have already graduated from
some other high school, and this factor also should be taken into consideration.
In our opinion, the implementation of all the considered principles is necessary, therefore, one should
strive for the best and most efficient use of all available means, methods and forms of teaching English,
including the latest media technologies. The article uses systemic, comparative methods, document
analysis method, case study, etc. |
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| ISSN: | 2522-4115 2522-9133 |