**6. Types of algorithms when working with video**

The use of video in teaching foreign languages is implemented in accordance with certain algorithms. We have proposed a general algorithm for working with all types of video materials and universal for the implementation of any type of viewing (**Figure 1**).

The algorithm shows that when working with video, we distinguish three stages depending on the goals set. The first stage is everything related to the preview work, it can be diverse, it can be explanations, explanations, removal of difficulties, discussion of tasks, etc. Then there is direct work with video information on its perception and comprehension. In the third stage, we distinguish between working with linguistic content, that is, with language and working with situational content, that is, discussing topics and situations in video.

Next, we would like to introduce algorithms for different types of browsing. The fact is that we distinguish several types of viewing related to the main goal. We propose to distinguish between *critical viewing, search viewing, studying viewing, factfinding viewing, and illustrative viewing.*

Video presentation can be one-time or multiple-time. This depends on the level of foreign language competence of the group, the level of development of video perception skills, the mood for working with video, the complexity of the video, and the goals set by the teacher. The variety of purposes for demonstrating video allows us to propose the following classification of types of video viewing:

*Illustrative viewing*: This type of video viewing solves the problem of illustrating any linguistic (phonetic, lexical, grammatical, and stylistic) or sociocultural phenomenon that is being studied. This may be an illustration with or without an explanation. Illustrative viewing aims to observe a linguistic or sociocultural phenomenon in a real language situation. Illustration of a lexical phenomenon involves showing objects or phenomena being studied at this stage. An illustration of a phonetic phenomenon allows you to hear how native speakers pronounce sounds and what emphasis they place. Illustrative viewing is very effective in getting to know sociocultural

#### **Figure 1.**

*General scheme of stages of work with video information in teaching foreign languages.*

#### **Figure 2.**

*Algorithm of illustrative viewing in foreign languages training process based on video.*

phenomena characteristic of another culture – in our case, the culture of the language being studied. **Figure 2** shows the algorithm for illustrative viewing.


#### **Figure 3.**

*Algorithm of fact-finding viewing in foreign languages training process based on video.*

#### **Figure 4.**

*Algorithm of studying viewing in foreign languages training process based on video.*

viewing consistently. The algorithm consists of four stages uniting 11 blocks. Each stage has special educational purposes and comes to the end with the control block. The control results define the possibility of transition to a following stage or returning to the previous one. The purpose of the first stage is the language competence formation allowing to remove lexical and grammatical difficulties at primary viewing of video information. As it has been specified above, the language competence is considered as a component of the communicative competence and defined as possession of lexical and grammatical knowledge and skills. The first stage begins with introduction of a lexical and grammar material. Then training of lexical and grammatical material on the basis of exercises follows.

*Studying viewing* is the most difficult type of video viewing since it includes obtaining complex information from the video, simultaneous memorization of certain facts, phenomena, processes, attention to detail when understanding the overall storyline, memorization of plot logic, and attention to linguistic features in all aspects of the language. The complexity of this type of work explains the complexity and length of the algorithm that illustrates it. The algorithm clearly distinguishes several stages that are associated with changing types of activities. Some stages include algorithms for other types of browsing. The learning viewing necessarily contains a training language part, which ensures the formation of foreign language communicative competence. The goal of the first stage of the algorithm is to introduce and train the lexical and grammatical material necessary to understand the video and overcome all types of difficulties. This stage includes not only the introduction of lexical and grammatical material but also its training. If the group.

has a high level of foreign language communicative competence, then this stage can be skipped. The next stage involves setting a problem that students need to solve while watching the video. This is followed by watching the video directly, taking into account the assigned tasks. After this, the teacher determines the level of understanding of the video and, provided there is a sufficient level of understanding, sets the next task, after which the video is shown again. After the second viewing, there is a specific discussion of the video in accordance with the assigned tasks. Next comes the stage of developing foreign language competence based on the video material. This basis can be both linguistic and situational. Features of the video plot and factual material become the basis for the development of the problems presented in the video. To work with this algorithm, serious didactic training is required on the part of the teacher. The stages of training lexical and grammatical material require the selection of special thematically relevant training exercises of a lexical and grammatical nature. Exercises should be designed in such a way that it is possible to remember the material during training. The ideal option from a methodological point of view is one in which grammar exercises are compiled based on the lexical material of the video. This makes it possible to solve two problems at once. Exercises should be selected and arranged in increasing difficulty and should allow you to take vocabulary and grammar skills to a new level.

The teacher needs to prepare assignments at various levels since students have different levels of foreign language communicative competence. The direct responsibility of the teacher is to involve all students in active work with video; it is for this purpose that exercises should be differentiated by difficulty, this allows differentiated teaching of students and the implementation of a personal approach.

Also important are tasks of a sociocultural nature, in the preparation of which the teacher needs to show creativity. Acquaintance with another culture should be positive, and students should be oriented toward the deepest possible knowledge of another culture and a comparative analysis of several cultures.

We consider the final stage to be the updating of linguistic and sociocultural knowledge acquired by students, which continues throughout the entire period of study, further use, and accumulation of knowledge.

## **Figure 5.**

*Algorithm of critical viewing in foreign languages training process based on video.*

• *Critical viewing*: Critical viewing is an opportunity to develop critical thinking, which is associated with the ability and willingness to critically perceive information, be able to analyze it, and relate to it in accordance with one's personal attitudes. Critical viewing is one of the most difficult types of work with video since it requires a certain courage from the student in analyzing what he sees, generalizing, drawing conclusions, and expressing his own opinion. The following sequence of actions presented in **Figure 5** is proposed. Tasks for critical perception are formulated, and then *critical viewing* is carried out. It is followed by the problems understanding control. In this way, we have a situational basis for discussion, which follows. To organize a critical viewing, the teacher needs to think through all the features of this type of work. For it to be successful, it is necessary to systematically develop in students the habit of critically assessing the facts they encounter. This may not happen right away because critical thinking requires certain skills that are developed with the help of special exercises and assignments.

This type of viewing leads to discussion, discussion, and a clash of opinions, which can be used to develop foreign language communicative competence. Here the teacher should pay special attention to student communication; it should be friendly, constructive, and educationally fruitful.

• *Search viewing* is viewing with the purpose of searching for specific information. In some ways, this type of viewing is similar to fact-finding viewing, but there are differences. Fact-finding viewing has more targeted goals, focused on narrow factual information. Search viewing is aimed at finding broader information as part of solving a problem. Search viewing is focused on work with video information of cultural or special professional character, and it is aimed at searching some special information. As it has already been marked above, search viewing is a version of illustrative viewing, as **Figure 6** shows.

Our proposed options for working with video materials, differentiated by target settings, allow us to diversify work with video, use it at various stages of the educational process, and vary the types of activities [6] using video materials.

#### **Figure 6.**

*Algorithm of search viewing in foreign languages training process based on video.*
