WAYS TO INTEGRATE ENGLISH FILMS AND TV SERIES INTO LEARNING TO IMPROVE LISTENING, PRONUNCIATION AND VOCABULARY SKILLS

ABSTRACT

The article is devoted to the consideration of the ways and specifics of integrating English films and series into education to improve listening skills, pronunciation and increase vocabulary. Various classifications of video materials are presented. The difficulties and risks of introducing films and series into the learning process are indicated. Specific examples of videos that can be included in the training program are considered. The advantages of films and series in terms of developing pronunciation skills, listening, expanding vocabulary for high school students and students are highlighted.

АННОТАЦИЯ

Статья посвящена рассмотрению способов и особенностям внедрения англоязычных фильмов и сериалов в образовательный процесс с целью улучшения навыков аудирования, произношения и увеличения словарного запаса. Представлены различные классификации видеоматериалов. Указаны трудности и риски, связанные с использованием фильмов и сериалов во время учебного процесса. В статье рассматриваются конкретные примеры видеороликов, которые могут быть включены в программу обучения. Подчеркиваются преимущества фильмов и сериалов с точки зрения развития навыков произношения, аудирования, расширения словарного запаса для старшеклассников и студентов.

Keywords: english, foreign language learning, listening, vocabulary, phonetics, video content.

Ключевые слова: английский язык, изучение иностранного языка, аудирование, словарный запас, фонетика, видеоконтент.

In modern pedagogical literature, one can increasingly come across opinions about the necessity of incorporating authentic language materials into the practice of teaching foreign languages to high school and college students [2, p.29]. Many researchers note that the material presented in printed publications often becomes outdated and is hardly interesting for those studying the English language. Additionally, experts in foreign language communication present instructional content through audio recordings for listening, textbooks containing texts and dialogues, and instructional videos. However, this content is often adapted, simplified, and inherently artificial, which means it may not accurately reflect the real conversational practices of native speakers of the language.

In this regard, many educators are incorporating the use of authentic video materials into their lessons. Authentic video materials refer to video recordings that meet three criteria: (1) a combination of visual and auditory elements, (2) content created by native speakers of the language and intended for native speakers, (3) material containing linguistic and extralinguistic information about societal contexts and capable of demonstrating language usage in a natural environment [7, p.1182]. These parameters can indeed be perceived as advantages of authentic video materials, as they provide a “comprehensive demonstration of language components in their natural context with a dual presentation (visual and oral)” [5, p. 43].

There is an enormous variety of materials that can be incorporated into educational programs for the study of the English language. These materials can be classified based on various criteria (Table 1).

Table 1.

Typology of authentic video materials used for the purposes of English language learning

Note: Original development based on materials [7, p.1185] and personal data.

It should be noted that incorporating authentic video content into education should not be haphazard or spontaneous. Like any other pedagogical innovation, the integration of movie and TV series viewing into the learning process should be based on a well-analyzed teaching strategy and a well-organized teaching approach. This should consider the goals, content, and a comprehensive set of teaching tools for foreign language speaking skills tailored to the specific student audience [5, p. 43]. Additionally, the risks associated with implementing such a pedagogical approach should be taken into account (Table 2).

Table 2.

Risks associated with integrating English movies and TV series into the education process of high school students and college students

Note: Author's original work based on materials  [2, c. 30]; [5, с. 42]; [4, c. 24], [6, c. 3] and personal data

In light of the above, it seems appropriate to develop criteria for the selection of movies and TV series for English language lessons targeting the mentioned group (high school students and college students). Three primary selection criteria for video content in these lessons can be outlined: firstly, the content of the movie or series should encompass communication contexts and situations aligned with the curriculum; secondly, the themes and issues presented in the content should correspond to the learners’ age characteristics and the linguistic-cultural specifics; thirdly, the chosen video material should possess informative, communicative, and meaningful value [5, p.44]. Additional criteria can be highlighted as follows: whenever possible, the movie or video should have a pronounced sociocultural and linguistic-cultural context; the video material should not exceed 15-20 minutes, allowing learners time for exercises during or after viewing; if the video exceeds this duration, it should be structured in a way that can be easily divided into relatively coherent segments. It can also be noted that the video content should, ideally, be emotionally engaging, enabling students to study language expression devices, intonation patterns, and other pragmatic aspects of foreign language communication. 

When integrating video content into the learning process, it is important not to disregard the general educational principle of gradually increasing the level of complexity. One of the main challenges in selecting material is that authentic English videos containing easily understandable language material are likely to be children’s content. Watching children’s movies and series is unlikely to capture the interest of learners aged above 18. Consequently, educators face the task of looking for a balance between the material’s complexity and its relevance to the learners’ age group. For high-school students and first-year students in non-language universities, the following family-friendly animated and cinematic films could be suggested: “Up”, “Get Away from Me!”, “The sound of music”, and “Home Alone”. Many animated films and family comedies can be suitable for learners at an Intermediate or Upper-intermediate English level, as they are usually aimed at a younger audience and employ simpler and more understandable language. As listening skills develop, educators can turn off subtitles to increase the level of difficulty. Many researchers discuss the successful experience of incorporating Harry Potter films into the  learning process. This British film series can serve as a unique English language video course, as each new installment introduces more mature vocabulary and complex storylines.

Students at the Upper-intermediate or Advanced level (typically in language universities) can move on to watching the TV series “Friends”, where the challenge of comprehending foreign speech is heightened by humor, conversational vocabulary, and idioms. The series “Sherlock” ( a modernized version of Sherlock Holmes stories starring Benedict Cumberbatch) features fairly complex British English, which could be introduced in language classes, preferably during the final years of the language university program. With special consideration for age restrictions and cross-cultural conflicts, cautiousness is advised when selecting TV series like “The Office” (a mockumentary-style comedy series following the daily lives of office employees), and “Black Mirror” (a collection of sci-fi stories that raise questions about the impact of technology on society). It is not advised to include in the study program such TV series as “Breaking Bad”, “House of Cards”, “Peaky Blinders”, and “Fargo” for viewing, regardless of the language proficiency level. Despite the extensive and diverse linguistic material found in these popular series, the abundance of profanity, mature themes, violent scenes, and morally ambiguous characters  makes it unsuitable to incorporate them into the educational process.

Integrating video content into education becomes particularly valuable within the content of an interdisciplinary approach - studying multiple subjects within a cohesive educational continuum. For instance, law students can benefit from watching the series “The Good Wife”, which can prove useful for learners at the Upper Intermediate level and beyond. The show is rich in legal practice, and it provides students with an opportunity to delve into legal vocabulary and terminology (e.g. litigation, plea deal, witness, etc.). The characters in the series often grapple with moral dilemmas and ethical questions, offering language learners insights into both language acquisition and ethical aspects of a lawyer’s profession. Similarly, medical students can watch “The Good Doctor”, a medical drama that follows the life and professional journey of a younger surgeon. The show encompasses essential medical terminology that future doctors need to grasp, ranging from simpler terms like diagnosis, treatment, and surgery to more complex ones like hemorrhage, myocardial infarction, anaphylaxis, and resuscitation.

The benefits of incorporating TV series and films into English language lessons extend beyond vocabulary acquisition. Frequently exposing oneself to authentic content also aids in improving the pronunciation and intonation aspects of speaking in a foreign language. Learners expose themselves to natural language rhythms, accents, and pronunciation nuances, enriching their overall language comprehension and oral expression skills.

It should be noted that among high school students and college students in our country, the level of performance in written communication tasks (written tests, reading, completing written exercises, essays) is much higher than the level of performance in tasks related to oral communication (listening, speaking, dialog modeling, phonetic tasks, etc.) [1, p.78]. Video content is well capable of addressing this imbalance.

The influence of a person’s native language on their acquisition of a new language can lead to some language-specific errors. According to Michael Swan and Bernard Smith [12, p145] in the case of Russian speakers learning English, several common mistakes that often arise due to differences in grammatical structures, pronunciation patterns, and word order between the two languages. Therefore, one can conclude that there is an insufficient amount of effort being put into the development of oral proficiency in foreign language communication in schools and universities. For example, there are hardly any assignments focused on increasing speech tempo, placing phrasal and word stress, intonation patterns, or exercises related to “articulatory and auditory practice of phonological oppositions and positional length of vowels and diphthongs” [11, p.23].

Watching movies and TV series in English can significantly improve learners’ phonetic skills and help address specific pronunciation challenges that are common for Russian speakers. English and Russian have different vowel systems, leading to challenges in vowel pronunciation. Russian speakers might struggle with the English short vowels, such as /æ/in “cat” or /ɪ/in “sit”, as these sounds do not exist in Russian. Watching movies can expose learners to various accents and pronunciations, helping them familiarize themselves with these vowel sounds. Moreover, English has certain consonant sounds that are less common in Russian, such as the English “th” sound (/Θ/and /ð/). Russian speakers might replace these with /Z/ or /ʒ/. Watching movies with English speakers using these sounds can help learners practice and distinguish them.

Furthermore, English has a rhythmic stress pattern, with stressed syllables being louder and longer. Russian is more syllable-timed, and its stress is often fixed. Watching movies can expose learners to the natural rhythm and intonation of English speech, helping them improve their spoken fluency and rhythm. English often features reduced sounds and connected speech, where words blend. Russian speakers might pronounce every sound distinctly, leading to unnatural speech. Exposure to authentic spoken English in movies can help learners grasp the concept of connected speech and improve their ability to understand fast-paced conversations. In addition, many English dialects, including American English, have the rhotic “r”, where the “r” sound is pronounced at the end of words. In Russian, the “r” sound is usually not pronounced at the end of words. Watching movies can expose learners to different “r” pronunciations, helping them adjust their pronunciation. Last but not least, English words often have stress on different syllables than their Russian counterparts. Watching movies can help learners become familiar with natural English stress patterns and learn to stress syllables correctly. By watching movies and paying attention to native speakers’ pronunciation, learners can pick up on the nuances of phonetic differences between English and Russian. Additionally, they can practice mimicking the sounds, rhythm, and intonation patterns they hear in the movies.

Watching movies and TV series as a form of educational activity serves to actualize the modeling and illustrative functions of authentic content. Firstly, students begin to understand how specific sounds, intonation contours, or other phonetic phenomena are actually pronounced in real speech (illustrative function). The benefit of watching films and series lies in the fact that the intonations of characters closely resemble natural speech, allowing learners to analyze the ways of different emotional nuances, evaluations, and communicative relationships are conveyed [9, p.352; 10, p.183] - which cannot be fully achieved through studying textbook texts, even if they are phonetically annotated. By gaining a visual representation of the implemented phonetic aspect, students can create similar segments of oral communication where sound phenomena are also used (modeling function).

Movies and series allow us to understand that the English language is only conditionally a unified linguistic-cultural formation. In real practice, numerous variations, dialects, and sociolects exist. Variability is a key characteristic of the English language [8, p.231]. Nowadays, English-speaking countries generate so much multimedia content that, if desired, one can become acquainted with any of the language variants - American and British, archaic and contemporary, formal and informal. Historical films and series, for instance, can be used to study language transformations over time [3, p.202].

Thus, the integration of authentic English-language movies and TV series into the educational process with the aim of improving listening skills, developing pronunciation, and expanding vocabulary is a modern pedagogical approach that demonstrates the significance of authentic communication in the contemporary paradigm of foreign language learning. The use of English-language films and series contributes to immersing learners in a realistic linguistic environment - complete with its inherent humor, language play, idioms, accents, and colloquialisms. Additionally, incorporating authentic video content like movies and TV series fosters cultural nuances embedded in language use. By exposing students to various accents, dialects, and speech patterns, they can better navigate real-life interactions with speakers from different regions. This exposure not only enhances their language skills but also develops their cultural competence and intercultural communication abilities. Furthermore, the use of movies and TV series can engage learners on a more emotional level compared to traditional language learning materials. Storytelling, character development, and emotional connections to the narrative can make the learning experience more enjoyable and memorable. This emotional engagement can lead to improved motivation, sustained interest in the language, and a greater willingness to engage in active language practice. It is important to note that the integration of video content also opens up opportunities for collaborative and interactive learning. Group discussions, role-playing, debates, and language-related games inspired by scenes from movies or series can create dynamic and participatory classroom activities. This not only enhances language skills but also cultivates teamwork, critical thinking, and problem-solving abilities.

In conclusion, leveraging authentic English-language movies and TV series in education offers a holistic approach to language learning. It bridges the gap between academic language use and real-world communication, offering students exposure to the rich diversity of language forms and cultural expressions. By carefully selecting and structuring video content, educators can harness the power of multimedia to create immersive and engaging language learning experiences that encompass linguistic, cultural, and emotional dimensions. 

References:

1. Abdulaeva, М. А. Creative approach to pronunciation work on senior courses of the language faculty within the framework of the credit system of education / М. А. Abdulaeva // Scholarly notes of Khujand State University named after Academician B.Gafunov. – 2013. – №1 (34). – Pp. 78-83.
2. Belyaeva, О. I. Films and TV series in English as an effective way of learning the English language / О. I. Belyaeva, А. Е. Serednitskaya // Artium Magister. – 2022. – №2. – Pp. 28-33.
3. Dvorzhets, О. S. Adaptation of authentic videos to the English language learning process  / О. S. Dvorzhets // Materials of the II International seminar “Information and communication technologies in teaching foreign language”. – Оmsk : Omsk State University publishing,  2007. – Pp. 202-213
4. Palinka, А. М. Features of translating language play from English to Russian (Based on  American TV series) / А. М. Palinka, М. О. Pivovarova // Proceedings of Saint Petersburg University of Management and Economics. – 2017. – №3 (59). – Pp. 23-31.
5. Popova, S. V. Documentary film as the main tool for teaching foreign speaking to high school students / S. V. Popova, S. S. Ulyanov // Gaudemus. – 2021. – №2 (48). – pp. 41-45.
6. Rybakina, I. Yu. The use of the series “Sherlock” in English language lessons as a means of developing sociocultural competence / I. Yu. Rybakina, S. А. Stroykov // Ogarev-Online. – 2022. – №7 (176). – 7 p.
7. Streltsova, А. D. The use of authentic video materials in teaching methodology / А. D. Streltsova // Forum of Young Scientists. – 2019. – №5 (33). – Pp. 1182-1186.
8. Tikhonina, S. I. Variability of vowel phonemes in actor’s speech (based on British and American varieties of English) / S. I. Tikhonina // Austrian Journal of Humanities and Social Sciences. – 2014. – №7-8. – Pp. 231-234.
9. Funtova, I. L. The expressive role of low flat intonation in the modern British variant of the English language (based on artistic films) / I. L. Funtova // Contemporary pedagogical education. – 2023. – №4. – Pp. 352-356.
10. Khaybulayeva, K. G. Linguistic means of expressing expressiveness in the English language (based on the comedy series “Friends”) / K. G. Khaybulayeva // World Science. – 2021. – №5 (50). – Pp. 182-185.
11. Yakovleva, Е. B. Phonetics of the English language as Science, academic discipline, and Art / Е. B. Yakovleva // Bulletin of Moscow University. Series 19. Linguistics and Intercultural Communication. – 2016. – №2. – Pp. 23-30.
12. Swan M. A teacher’s guide to interference and other problems / M. Swan, B. Smith // Cambridge University Press, 2001 - Pp. 154-160