Implementing the lexical approach due to viewing authentic medical materials

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Implementing the lexical approach due to viewing authentic medical materials

Snitovska O.Yo.

Tsaryk H.M.

The National ESP Curriculum, as a pedagogic and organizational tool, takes into account modern tendencies in language learning and teaching. The lecturers of our chair (the Department of the Latin and Foreign Languages of Danylo Halytsky LNMU) designed syllabus/courses and developed materials relevant to the professional needs of students. We have been careful to ensure that all the medical content is accurate. Professional English in Medicine can be used as a basis for discussion with the whole class, or in small groups [4, p. 9]. Therefore, learners can follow up by using a number of authentic sources including textbooks, reference works, common medical forms and websites. Medical students are encouraged to remember new medical terms derived from Greek and Latin (such as dyspnoe - shortness of breath, rubeola, rubella, varicella, parotitis, pertussis, laryngotracheitis, scarlatina, tetanus, polimeylitis, trachea, oesophagus, uterus, coccyx, sternum, patella, spine; clavicle, scapula, mandible, maxilla, mandible, femur, tibia, thorax, axilla, umbilicus our focus is on the ordinary English equivalents of those terms such as breathlessness, measles, German measles, chickenpox, mumps, whooping cough, croup, scarlet fever, lockjaw, polio, windpipe, gullet, womb, tailbone, breastbone, kneecap, backbone, collarbone, shoulder blade, upper jawbone, lower jawbone, thigh bone, shin bone, chest, armpit, navel; and on English words which are given a special meaning in medicine such as guarding; clubbing; delivery ). If learners meet words or word combinations which teachers consider important and which are not explained in the unit (texts, exercises, etc), they are encouraged to watch video segments in internet resources: https://www. facebook. com (Blog Medical Science, More English for Medical Students, BBC London, Teach Insider, Welcome Doctors Speak Up, Meddy Bear, Psychology Today, English in Medicine, Vocative Medline Plus, Medical Terminology, Medical Talks, British Council's album, Wellness Bin.com, Health Digest, TED TALKS, NGL. Cengage.com/TED); DVD; CD-ROMS, mobile video segments with the meaning of the new terms, common collocations and a sentence are used offline. Teaching Online or self-study CD-ROMS (can be used offline) deal comprehensively with both the tools and the techniques and are invaluable resources for all teachers who need to address the diverse learning styles of their learners. Different learning styles such as the visual, auditory approach as well as the cognitive approach are used. Viewing authentic video segment is an innovative resource for language teachers. It is a ground-breaking resource that helps teachers understand and implement mobile and hand-held learning in English Language Teaching. It includes a rationale for the use of mobile devices, backed up by a set of practical case studies from around the world.

Indeed, not only students' vocabulary continues to grow due to rehearsal way of viewing video or some segments of video several times, at least - two, but motivation is also increased [10, p. 31]. It is necessary to motivate students to avoid all possible difficulties of perception and understanding linguistic hurdles, complex terms, proverbs and sayings, phrasal verbs, etc.

The purposes of the rehearsal way of vocabulary due to DVD and internet, mobile devices (some video segments) are:

to enhance students' learning, to target areas of difficulty and try again;

to focus on areas where they need most help and train them to avoid common mistakes;

to foster the ability to self-evaluate;

to develop a capacity for autonomous learning which will enable students to continue to learn in academic and professional situations;

to expose students to academic activities that draw on and further develop the full range of their cognitive abilities;

to develop students' general competence (declarative knowledge, skills, and knowhow, existential competence and the ability to learn);

and to develop the conversation strategies, to allow them to communicate effectively in their academic and professional environment, to improve educational, communicative competence.

Study skills are aimed at developing students' abilities to make effective use of the learning opportunities created by teaching/learning situations. They encourage the independent students in job-related areas [6, p. 35]. B. Larin gives some practical advice how to make teaching of foreign languages more accessible to the students: «it is necessary to provide the process of teaching with all modern equipments» [3].

David Ewans claims that creative thinking is not just undervalued, it is also frequently misunderstood; in fact, creative processes can be nurtured and developed, in a similar way to other intellectual functions - with considerable benefits to teaching, learning, language and life (the conference «Creative thinking», Kiev, October 2013) [3]. His report explores the idea of creativity and its place in education in general and language teaching, in particular. It looks at techniques to develop and structure creative thought and creative aspects of language as well as suggesting a few practical ideas for the classroom.

Certainly, video (DVD texts, mobile devices) in the class is the most entertainment aspect. The video component has a variety of speakers, accents, and situations. It has been timed carefully to be towards the lower end of the normal native-speaker speed range. It is not artificially slowed or over-enunciated. It should contain, however, job-related situations; it is to prepare students to communicate effectively in their academic and professional environments. Thus, these DVD materials have to propose that communicative competences in English be acquired for real-life academic and job-related areas and situations which are generic for students of different specialisms. In each area, real-life professional situations may be highlighted in terms of the location and time when they occur.

There are three main stages of teaching process that involves video: pre-viewing, while viewing, post-viewing [8, p. 235].

Before viewing (pre-viewing) the teacher should prepare different tasks: pre-teach key vocabulary; predict some information; dictate a list of words from the listening in a random order, adding one word which doesn't appear.

There are some ways of viewing (while viewing): watch with no task, watch for the general idea, listen for the Keywords, watch for the specific information, watch and take notes, watch for details, pause and predict, watch without sound, watch with/ without subtitles, watch and follow the script, and finally.

Students are exposed to other second language people's vocabulary. They try to guess the meaning of the word from the rest of sentence - the context. They watch video segment two times. It is preferable to use teaching DVD video that is divided into segments. Hence, optimal duration of video film should be approximately 15-20 minutes [9, p. 59]. If students take sufficient notice of the way people express themselves, they will discover new words.

By noting down these new words to research and practice later, students will utilize a valuable vocabulary resource.

After viewing (post-viewing) students may use body language or tones of voice to help them create a clearer or more vivid picture through vocabulary repetition. They rehearse (repeat an opinion that has often been expressed before) authentic materials, recorded interviews with a wide variety of realistic situations having been watched earlier. Teacher can also assess whether viewers have understood by watching their facial expressions or by asking questions. It is very important to practice using the new words in conversation until they become a part of students' natural vocabulary. So, practicing is a next step after viewing in order to improve students' vocabulary and prepare them for test.

Moreover, practice makes perfect writing. Students are asked to prepare presentations or to write descriptive essays (to describe a person, place, event, experience or process). Whatever students describe or discuss, their presentations, descriptions and discussions should be crisp, interesting and vivid. They will be awarded higher marks if they accurately capture the essence of the subject due to using active vocabulary with proper pronunciation that is the most effective means of communication.

«Language is a guide to social reality», said Edward Sapir. Experience, he asserts, is largely determined by the language habits of the community, and each separate structure represents a separate reality. S. Bussnet notes that human beings are at the mercy of the language that has become the medium of expression for their society. And Hugh Dellar is the co-founder of Lexical Lab and has co-written the forthcoming methodology. He hаs spoken on such wide-ranging topics as the nature of English as a Lingua Franca, the uses and abuses of corpora, approaches to teaching grammar and vocabulary, and many others. Hugh claims that there are certain key themes which have emerged in the ELT industry over the past years:

the advance of digital in our classrooms

and in our teaching in methodology and professional development of 21st century. What does this mean exactly? It means helping students become curious, rounded, well- informed global citizens, and the skills that have emerged as being critical to success within that world need to be addressed across education.

Conclusion: viewing authentic video segment (especially available online) is an innovative resource for language teachers. Learner improves speaking skills through improving vocabulary; reading materials; writing summaries, reports, letters etc. But video is more rewarding. Learning is more fun and stimulating with DVD or Soft Ware Programs, mobile devices, websites that present natural language in authentic context of up-to-date researches. However, the degree to which visuals and videos can generate classroom discussion and increase student motivation is very much down to the way they are exploited [1].

Perspective of research: there is still an unfortunate paucity of research on this topic pertaining to encouraging of the communicative activity of the students, despite the extensive literature on theories concerning the development of communicative competence. Further research perspectives are: to develop the methodology of vocabulary instruction to these dynamic materials; to offer clearly written theory and to keep a compelling focus on practical teaching applications throughout. In terms of method choice the best results are аchieved by meаns of correction of different methods of teаching of foreign languages.

References

authentic video training student

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2. Dictionary of Contemporary English [director D. Summers]. - Longman, 2005. - 826 p.

3. Evans D. Creative thinking / D. Evans //Materials of the conference «Creative thinking» (Kiev, October 2013) - Kiev: National Geographic Learning, CENGAGE Learning, 2013.

4. Glendinning E.H. Professional English in Use Medicine / H.H. Glendinning, R. Howard. - Cambridge: Cambridge University Press, 2007. - 175 p.

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