Employing incidental learning of vocabulary through videos

Аннотация

Teaching is aimed to allow the language learners to practice developing skills. In our case it is vocabulary development. In incidental learning, the situations are chosen by language learners. This means that the language learners initiate the interaction by requesting the participation of a teacher. Most often, incidental learning is used in the study of foreign languages, and is considered here in this context. The learner’s request can be verbal or non-verbal: for example, he can reach for an object that is out of reach, damage his clothes, cry, call an a teacher by name, ask for a toy, food or information. This study demonstrated the effectiveness of the incidental learning approach. Key words: incidental learning, language environment, unfamiliar words, language skills, game technology. Recently, communication in English is used through the Internet and social network. Through modern technologies like incidental learning we can make use of such information. We can not only find the necessary information and the latest events in English. Through modern technologies we can develop language learners’ all needed skills and abilities in the development of vocabulary. One of the most urgent issues today is the introduction of new technologies in English language teaching. In this regard, The possibilities of the video technologies provide modern approaches due to the importance of learning English. The findings of foreign scholars, such as: Willis, N., Gutterman B. & Rahman S., James S. Sanderson and the works of Russian scientists are widely recognized (I.A. Zimnaya, M.M. Rosenthal, S.L. Rubinstein, I.O. Zagashev and etc.). on new technologies in teaching foreign languages are based on development of vocabulary. Also, many domestic scientists, S.S. Kunanbaeva, Kulibaeva, T.S. Kulpeysova, D.N. Karaev Z.A., Turganbayeva B.A., etc. viewed the efficiency of employing modern technologies. Employing video technologies in the classroom is always considered a big problem. And its implementation in the classroom is an even bigger problem. Luria A. R. states that the use of video technologies offers teachers and language learner’s creative and practical ideas. Teachers and language learners should be able applying video technologies with the help of various technologies in their classes. They provide language learners with language practice and vocabulary through incidental learning [1, p. 52]. Betty Hart and Todd R. Risley from University of Kansas created ‘incidental learning’ method. It means the process during which children acquire the language skills by naming and distinguishing under the conditions student-teacher interaction in natural environment. This method was used for children of kindergarten. This study of Betty Hart and Todd R. Risley examined 11 children’s 15-minute spontaneous speech patterns 12 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS recorded during free play during 8 months of kindergarten attendance. After the application of “incidental learning” to complex sentences, there was an increase in children’s use of spontaneous complex sentences. They were addressed to the teacher or to other children, depending on who responded to the learners’ request for toys. So, “incidental or vocabulary learning” also stimulated spontaneous variety in speech and proved to be generally applicable in the process of teaching children. Nowadays this method is used in teaching foreign language. It is very effective in school programs, too. Let’s, first define the term itself. According to Artemenko N.A. “Incidental learning is teaching speech or vocabulary. It is also expanding the use of vocabulary in speech” [2, p. 61]. Incidental teaching sometimes referred to as «Natural Teaching». Incidental learning is based on the student’s initiative himself. Initiative reactions appear due to the presence of motivational factors in the student’s usual environment.. If there are many things in the language environment that he loves or is interested in, then he will learn quickly. The key factor of the initiative of language learners will be effective. The fact that the object is enhanced by the manifestation of initiative in the future. Vygotsky L.S. stated the fact that “incidental learning refers to the one-on-one interaction between the teacher and language learners occurs naturally in an unstructured situations. This method is used by the teacher to pass on information to the language learners” [3, p. 50]. Rubinshtein S.L. considers that the nature and level of clues and keys used in incidental learning to name objects and their properties. These cues describe the functions of objects that have been reflected previously (Hart and Risley, 1974). Some questions remain about the nature and retention of the language learned through incidental learning. In teaching vocabulary, a teacher’s cues are needed throughout training [4, p. 56]. Language exists as a means of communication.