Motivation Of Communicative Activity By Video Materials In Foreign Language Classes

Abstract

Nowadays, the problem of shaping out of communicative competence is of particular importance in the education at medical institutions. Despite the fact that students acquire sufficient volume of knowledge and skills, they are not always able and ready to use them in practice. In this regard, we have studied modern means of teaching foreign languages for special purposes and have identified a significant advantage of audio-visual means and a prospectful use of technology for working with video materials to motivate students' foreign language communicative activities. The data of the diagnostics, performed by us at the input, intermediate and final stages of teaching a foreign language at Medical University, indicate the positive dynamics in the development of students' motivation for communicative activities by the means of video materials. The study of motivation for foreign language communication allowed us to state that the prevailing external motivation at all investigated stages of learning is typical for students, with the number of dominant motives, which are professionally significant, determining the professional orientation of students. At all stages of work with video materials, we saw the successful removal of psychological and language barriers and stimulation of motivation for foreign language communicative activities. Increasing motivation to develop communication skills in a foreign language also happens as the result of peculiarities of each type of training (auditory, visual, communicative and kinesthetic) with simultaneous use of video materials at different stages of work.

Keywords: Motivationcommunicative competencevideo materials

Introduction

The dynamics of educational events in recent years caused drastic changes in the Russian system of Higher education. The education of specialists in higher education institutions is aimed at key competencies. The problem of formation of communicative competence as a component of general professional competence is especially important at training medical specialities.

The future specialist will deal with the problems of intercultural and interpersonal interaction in the native country and abroad. The language barrier, different cultural reference of both: medical professionals and patients, religion and folk medicine, which are an organic part of spirituality and lifestyle, cause certain difficulties for students ( Bales et al., 2020; Ferguson & Candib, 2002). Nowadays researchers emphasize the urgent need for development of high-level communicative skills, when the process of expanding interaction and interdependence in various fields has also embraced the healthcare sector. Russian doctors take part in rescue operations and in international charity missions under supervision of the World Health Organization, the International Red Cross and Red Crescent Movement, the United Nations International Children's Emergency Fund, in various projects intended to prevent the spread of particularly dangerous infections, etc. Besides, many medical specialists have internships abroad, speak at various seminars, and release articles for leading foreign journals ( Martynova, 2019). Recent events related to the coronavirus pandemic expose the interest, intended to join efforts to withstand this threat.

Problem Statement

Developing of communicative skills at a foreign language learning at a medical institution raises the problems of both: scientific and practical content. In particular:

• insufficient data on motivation for communication via video material;

• removing barriers hurdling the development of communicative skills;

• lack of depth in studying motivation increase for independent work by the means of video.

Research Questions

The study raised the following questions.

• What is the successful worldwide experience in the development of the learning motivation?

• Which are the requirements for video to increase the motivation of medical students to communicate in a foreign language?

• How do the phases of work with video material relate to the motivation?

Purpose of the Study

It is assumed that the answers to the stated research questions will help to achieve the goal and will contribute to the development of recommendations to use video to increase motivation among students of medical higher institutions to learn foreign languages.

Research Methods

To achieve the goal of the work, the methods of scientific and theoretical level of research have been used: 1) analytical: analysis of theoretical literature on methodology, psychology, linguistics; analysis of the provisions of legal documents that determine the guidelines for teaching foreign languages in medical schools, the provisions of technology for working with video materials; 2) generalizing: synthesis and formalization of research results; 3) interpretation: interpretation of researched data.

Findings

Successful increase of motivation of medical students to communication in a foreign language via the use of video materials can be achieved only if the methodically correct management of the use of this academic tool is provided.

The results of the study allow us to state that increasing students' motivation with video materials' usage is effective if the following conditions are met:

• the video material corresponds to the content of the English for Medical Students course;

• work with video material is clearly planned at every stage of the activities;

• the video material corresponds to the language training of students and the possibilities of organizing independent work of students at the Post-Viewing stage;

• on selecting materials, the requirements of high contextual and technical quality of video content are taken into consideration (good audibility and visibility, availability of subtitles in English);

• creating a favorable atmosphere of work in the student team.

At each of the above-mentioned stages of working with video materials, we witnessed successful removal of psychological and language barriers and stimulation of motivation to foreign language communicative activity in the 1st-year students of Medical University, which is shown in table 2 .

Motivation increase for communication skills’ development in a foreign language also occurs as the result of peculiarities of each type of teaching by the means of video materials’ usage at different stages of work, namely: auditory and visual types – at the stage of viewing the video, communicative and kinesthetic types – at the stage of discussing and working through the video material.

Conclusion

As the result of the research, we came to the conclusion that motivation via communicative activities students can effectively shape out the communicative competence by the use of video, as provided by the Federal State Educational Standard, in the case, if video activities are carefully arranged by the teacher considering professional needs and interests of students, their level of proficiency. Systematic use of video materials in teaching the subject "Foreign language" facilitates the increase of students' motivation to learn a foreign language.

The use of video materials in foreign language classes is in total compliance with the modern principles of the effectiveness of the educational process, namely:

• facilitates the increase of interest in learning a foreign language, contributes to the communicative orientation of the lesson, helps to eliminate language and psychological "barriers";

• considers the individuality of each of the training types;

• creates the necessary psychological, pedagogical and organizational conditions for the formation of communicative activity;

• commonly accompanied by positive emotions and values of successful performance in school, which are prerequisites for motivation and effective communication in the classroom.

What is important is not only the perfect functioning of purely technical aspects, but, which is more important, the methodological and didactic appropriateness of using video materials.

We consider it prospectful to further study the use of video materials taking into account the individual psychological characteristics of students, including their belonging to certain educational types (auditory, visual, communicative, motor-kinetic) in the process of learning a foreign language.

Acknowledgments

We would like to thank the anonymous reviewer for the constructive comments to improve the manuscript.

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