**3. Selection of content for using video in teaching foreign languages**

Analysis of studies on the content of film and video materials [11], as well as our own practical experience with video materials, allowed us to conclude that the specificity of video materials as a means of education requires considering also special didactic principles in their selection. The need to consider special principles is explained, firstly, by the presence of a large number of video materials, secondly, by their availability, thirdly, by the variety of their content, and, fourthly, by the features of the equipment necessary for their demonstration.

We will consider the following special principles for the selection of video materials: the principle of authenticity, the principle of sound quality and artistic design; the principle of compliance of the language content of the video material with the level of language training of students, the principle of conformity of the genre features of the content of the video material with the educational goals, the principle of compliance of the content of the video material with the interests of the student; the principle of the topicality of the video material, and the principle of conformity of the sociocultural content of the video material with the goal of forming the sociocultural component of foreign language communicative competence [16, 17].

The principle of authenticity is that only video materials should be offered for training that contain authentic language material that truly reflects the features of the language, life, life, history, and culture of the countries of the language being studied, as well as professional authentic materials that reflect the level of development of science and technology in the specialty of the student. Authentic materials we consider as materials that were created in the country of the language being studied and were intended for use by native speakers, but later found application in the educational process focused on a communicative approach to teaching foreign languages outside language environment.

### *Video in Teaching Foreign Languages: Modern and Future Trends DOI: http://dx.doi.org/10.5772/intechopen.113310*

The principle of the quality of sound and artistic design is that the language content proposed for use must have a high-quality sound and artistic form. For use in the educational process, video materials with a high level of sound and artistic design should be selected.

The nature around us is distinguished by a variety of colors. The human eye in the course of its evolution is accustomed to distinguish about 180 colors of maximum saturation. Three colors – green, red, and blue – according to the three-component theory of light are the main ones. Color in education began to be used simultaneously with visual clarity. Since the 30–40s of the XX century, when color was mastered in cinema, the color effect in the educational process has taken an even greater place. Along with black-and-white films, color filmstrips and films are increasingly being shown in the classroom. At a certain stage in the development of methodological science, the question of the place of color and black-and-white films in the process of teaching foreign languages began to be actively discussed. Psychologists and methodologists proposed the path from color film to black-and-white and again to color as the most rational in terms of methodology and psychology of teaching foreign languages [18–20]. The development of society, science, and technology has adjusted this point of view. Color is not only a factor of emotionality but also a factor in the construction of associative links that contribute to the memorization of language material. We will assume that the use of black-and-white video production distracts attention from the language material. We have carried out the following experiment. Students were offered video material in color. Seven minutes after the start of the demonstration of the video material, the color was removed. This caused not just misunderstanding, but even bewilderment of the students who were used to color television and color film production, which naturally provoked negative emotions and made further viewing impossible. A similar reaction could be observed in 93% of the students. This is due to the following reasons: the early stage of the use of film products, which was later replaced by video products, is characterized mainly by the presence of black-and-white film materials. The current level of development of technology and film production implies the use of black-and-white film materials only in a stylistic context. In other words, the eye is already accustomed to the dynamics of colors, and black-and-white film production immediately tunes in to any stylistic decisions. Thus, we can conclude that the path from color video production to blackand-white and again to color seems to us irrational. The constant use of color video materials will be positive for the course of the learning process at all its stages.

The soundtrack must also be of very high quality [21]. The first was speech accompaniment. Showing objects and pictures, the teacher described them by means of his voice. The sound design of the first films was musical. In the process of viewing the picture, a musical instrument was played behind the screen. This was the most elementary way of sound tracking a film, not requiring great synchronization accuracy. In 1927–1929, sound film was invented with musical and speech accompaniment. By 1936 gramophone recording became noticeably widespread, which contributed to the study of the musical culture of various countries of the globe. In recent years, magnetic recording has developed greatly, which is widely used in many areas, including teaching foreign languages. The leading place in the sound accompaniment belongs to speech. The role of music is also great. It creates certain prerequisites, causes the emotions and moods necessary for better perception, contributes to a more complete knowledge of the culture of the country of the language being studied, and develops students' auditory sensations. Note that noises and pauses also matter. Noise, as well as music, accompanies the video material (movement of characters, external

phenomena: traffic, thunderstorms, etc.) pauses are considered as a kind of sound design, which also has a strong effect on the student.

The solution to the problem of the quality of sound and visual information also depends on the solution of the issue of the rate of its presentation. Teaching foreign languages is carried out in time and space. The human brain, the work of the organs of speech, is also characterized by a certain rhythm. In sound films, the standard visual tempo is 24–25 frames per second. The sound range also has its own characteristics in terms of the tempo of language signals. Mialaret for the French language defines low rate: 90 words/min., medium: 130 words/min., high – 180 words/min. [9]. The visual feed rate should be standard – 24–25 frames per second. Slow or fast frames are a methodologically justifiable exception. The normal pace of sound and visual sequences creates optimal conditions for the perception and correct understanding of the studied language material [9].

The principle of compliance of the language content of the video material with the level of language training of students provides for the observance of two conditions:


The next principle is the correspondence of the genre features of the content of video materials to educational purposes. This principle is implemented under the condition that the following factors are considered in the process of selecting video materials:


The principle of matching the content of the video material to the interests of the student implies the selection of such video materials, the subject matter of which corresponds to the interests of this age group of students, arouses interest, and creates the basis for subsequent communication. In addition, it is necessary to strive to identify and consider the individual characteristics and interests of the student, which will contribute to the effective use of video materials.

The need to consider the principle of the relevance of the topic of video material is associated with the rapid pace of development of modern society and the accumulation of information. The relevance of the selected video material is determined by the correspondence of its subject matter to modern problems being solved by the world community.

The principle of conformity of the sociocultural content of the video material with the goal of forming the sociocultural component of foreign language communicative competence ensures the realization of the goal of teaching a second foreign language, formulated above. The video material selected for use in the educational process should illustrate the sociocultural background of the foreign language being studied.
