**5. Principles of using video in teaching foreign languages**

Based on the study of scientific sources (B.A. Altshuler, A.A. Blumshtein, A.M. Gelmont, V.A. Dashevskaya, M.I. Dubrovin, V.I. Ivanova-Tsyganova, K.B. Karpov, V.M. Kuznetsov, L.P. Pressman, L.D. Tsesarsky) and the analysis of our own experience, we have formulated the following principles of using video in teaching foreign languages:


*The principle of situational basis* means the following. Every video must have a plot. In a video clip, this plot is short, and it may not even be a plot, but some fact or event demonstrated in video form. In a video, this is a plot that necessarily has an action and a result. A video course, as a rule, has characters, a plot, and events that help illustrate any linguistic phenomena. This means that the use of video in training is necessarily based on a certain plot, and the plot always contains a situational basis, which can then become the subject of discussion, forecasting, and analysis.

*The principle of informativeness and entertainment of the visual range* of video material is associated with the formation and maintenance of interest in the video while working with it. The informative nature of the video provides the basis for further development of communication skills and cognitive activity. The entertainment of the video provides the formation of a special emotional background, which, as it is known from psychology, promotes memorization of the material. In addition, the informative and entertaining nature of the video provides the main incentive for learning – interest, which is formed and should be supported in various ways. As the observations of the author of the study show, even people who have mastered the basics of a foreign language and have good listening skills for magnetically recorded stories read by native speakers of a foreign language perceive the soundtrack of films poorly.

*The principle of unity of the sound and visual series* is that it is necessary to consider that the sound and visual series are perceived differently. The sound series is more complex since it is based on a foreign language, some words and even sentences may be incomprehensible and unclear. The visual series in this case serves as a support for the soundtrack and allows you to understand the content of the video to a greater extent. This unity ensures the involvement of two channels of information perception, which, in turn, increases the degree of understanding of the content of the video. Some French Methodists (Guberina, Rivank, Mialare) believe that the picture should be ahead of the sound by a few seconds. Russian researchers consider the most justified option when the word of a foreign language is ahead of the appearance of the object (G.Kh. Karagluev, S.B. Ablam, B.A. Altshuler, etc.)

*The principle of the dominant role* of the sound is associated with the problem of the relationship between picture and sound. There are conflicting opinions in the literature on this issue. Some French Methodists (Guberina, Rivank, Mialare) believe that the picture should be ahead of the sound by a few seconds. Domestic researchers consider the most justified option when the word of a foreign language is ahead of the appearance of the object (G.Kh. Karagluev, S.B. Ablam, B.A. Altshuler, etc.). From the point of view of the speech perception process, each of these options is legitimate and can be effective under certain conditions. At the level of external materialized action, students' attention is concentrated mainly on the content of perceived

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

speech. Therefore, it is obvious that the word cannot precede the appearance of the picture. Another equally important issue is the time gap between word and action. Objectively, there is always a certain time interval between a word and the appearance of a picture. A light signal travels about a million times faster than a sound signal. In addition, the speaker has a natural anticipation of the action in relation to the word; before pronouncing a sound, word, or sentence, the speaker must adjust the organs of speech accordingly. A noticeable advance in the speed of visual information is partly reduced due to the fact that a person's reaction to auditory signals is somewhat faster than to visual ones. An increase in the natural lead of the visual range is practically justified.

*The principle of increasing the linguistic complexity of the video* means that each subsequent video should be a little more complex than the previous one in order for foreign language communicative competence to develop.

The principle of problematic video content means that working with video material will be a solution to any problem, and for this purpose, tasks should be formulated accordingly. The problem that needs to be solved stimulates search activity and cognitive activity and develops the skill of decision-making.

The principle of dynamism of the video material means that the actions in the plot of the video should replace each other, and there should be no changes or events. This is necessary in order to better remember the plot so that the video can then become a situational basis for discussion. In this regard, videos are especially successful since the plot thought out by the author of the film and played by the actors provides the most favorable basis for further language work.

*The principle of maximizing the use of the sociocultural background of video* for educational purposes is that video material can always give much more sociocultural information than we think. The very principle of video production implies that they are always created against a certain sociocultural background containing the realities of another culture or another language, demonstrating other sociocultural phenomena. This should be used in the most active way teaching students intercultural dialog.

*The principle of removing lexical difficulties when working with videos* means that before offering students a video, the teacher must identify all the language difficulties that may occur when working with videos, and organize a special preview work that will be able to remove these difficulties. We are talking about phonetic, lexical, and grammatical difficulties. This, of course, involves the teacher's preliminary work on processing the information contained in the video and preparing special materials that will be offered to students before viewing. It should also be noted that there is such a form of working with videos when the teacher intentionally does not remove language difficulties from students, formulates tasks, and invites them to start watching immediately.

*The principle of methodically justified use of video* in the educational process is the most important principle in this list. Very often, we can observe when a video is used in the educational process just for the sake of declaring its use. For example, a teacher simply turns on a video, invites students to watch it, and then asks what exactly they understood. Such viewing will not lead to the formation and development of language competence. You can watch movies on your own in your free time. The educational work with the film has a completely different character. It should be specially prepared by the teacher in the form of assignments, exercises, questions, and handouts, that is, methodically justified and formalized [12, 13].

We have given only a few principles that we consider the most important in organizing work with video. In fact, there are many more of these principles, and they are related to the specifics of the subject "Foreign language", with the features of video as a means of teaching, with the features of the content of video materials. Compliance with these principles will make working with videos effective and will contribute to the development of the student's personality.

Having defined and justified the principles of working with video in teaching a foreign language, we will consider the options for the sequence of actions when organizing work with video.
