Kurolova Sarvinoz Ergash kizi 1, Zakhidova Guzal Elbekovna2
DOI: https://doi.org/10.5281/zenodo.15187850
Zenodo community: https://zenodo.org/records/15187850
Nordic_press journal: https://research.nordicuniversity.org/index.php/nordic/article/view/2296
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
The article presents an in-depth exploration of an innovative and engaging method for improving listening skills in English through watching movies. The author effectively highlights the advantages of using movies as an educational tool, providing a well-researched theoretical background along with practical strategies for integrating movie-watching into language learning. The article is an insightful contribution to the field of language acquisition, particularly in the context of improving listening comprehension.
Introduction:The introduction establishes the growing importance of English in the globalized world, emphasizing that proficiency in English is critical for success in various professional and academic fields. The author correctly identifies listening as one of the most challenging aspects of language learning and proposes that movies, as a widely available and engaging resource, can be a valuable tool for enhancing listening skills. The argument that movies provide authentic exposure to natural speech patterns and real-life language contexts is compelling and well-supported by the literature review.
Literature Review:The literature review effectively brings together the perspectives of leading scholars in the field, such as Stephen Krashen, Mayer and Moreno, and Vanderplank, to highlight the theoretical foundations that support the use of movies in language learning. The references to well-established theories, such as Krashen's Input Hypothesis and Mayer and Moreno’s multimodal learning theory, lend academic credibility to the author's argument. The integration of various scholarly viewpoints strengthens the claim that movies can be an effective tool for improving listening skills, as they provide authentic input and help reduce anxiety, a common barrier to language acquisition.
Analysis and Discussion:The discussion section delves into the various benefits of using movies to enhance listening skills, highlighting both cognitive and affective advantages. The author underscores how movies offer a rich linguistic environment with exposure to diverse accents, speech rates, and colloquialisms, which are often absent from traditional language materials. Additionally, the combination of audio and visual elements in films is shown to support comprehension, particularly for learners at different proficiency levels. The connection between cognitive load theory and the multimodal nature of films is a particularly insightful contribution, demonstrating how the combination of auditory and visual input can make language acquisition more manageable.
Furthermore, the affective benefits of movie-watching are emphasized, particularly the ability of engaging narratives to lower anxiety and enhance motivation, aligning with Krashen’s Affective Filter Hypothesis. This aspect is crucial, as motivation is often a key factor in successful language acquisition, and movies provide an enjoyable and immersive environment that fosters learning.
Practical Strategy:The article presents a structured and comprehensive strategy for using movies to improve listening skills, breaking it down into several key components, including pre-viewing preparation, movie selection, strategic use of subtitles, segmented viewing, active listening tasks, post-viewing activities, shadow listening, and focused features practice. This clear and methodical approach ensures that learners are not merely passively watching movies but are actively engaging with the content in a way that maximizes learning. The inclusion of detailed recommendations for each strategy component, along with practical tips for implementation, makes this approach highly applicable for both self-learners and educators.
The emphasis on the strategic use of subtitles is particularly noteworthy, as it provides learners with a scaffolded approach to comprehension, starting with native language subtitles, progressing to English subtitles, and eventually removing subtitles altogether. This gradual shift promotes increased independence and reinforces listening skills in a manageable way.
Conclusion:The conclusion effectively summarizes the key points discussed in the article, reinforcing the idea that movie-based learning offers a holistic and engaging approach to improving listening skills. The author concludes that using movies for language learning not only improves linguistic proficiency but also enhances cultural competence, making learners more aware of the social and cultural nuances that shape communication. This broader perspective on language acquisition is particularly valuable, as it acknowledges that language learning is not just about vocabulary and grammar but also about understanding the cultural context in which language is used.
Final Thoughts:Overall, the article presents a well-researched and comprehensive strategy for improving listening skills through the use of movies. The author effectively combines theoretical insights with practical recommendations, making the article both informative and applicable to real-world language learning contexts. By integrating entertainment with education, the approach outlined in the article provides an enjoyable and effective way to improve listening comprehension. This strategy, when implemented thoughtfully and consistently, has the potential to significantly enhance learners’ listening abilities while also fostering cultural awareness, making it a valuable resource for educators and learners alike.
