THE GENERAL JONAS ŽEMAITIS MILITARY ACADEMY OF LITHUANIA AUDIOVISUAL METHOD AT THE LESSONS OF FOREIGN LANGUAGE IN THE LITUANIAN MILITARY ACADEMY (ON THE BASE OF TEACHING RUSSIAN) ASSOC. PROF. DR. JELENA KAZIMIANEC ASSOC. PROF. DR. DILETA JATAUTAITĖ

FOREIGN LANGUAGES TEACHING IN THE LITHUANIAN MILITARY ACADEMY English (required subject, the first foreign language); French (the second foreign language (language elective)); German (the second foreign language (language elective)); Russian (the second foreign language (language elective)).

THE SECOND FOREIGN LANGUAGE TEACHING IN THE LITUANIAN MILITARY ACADEMY CHOICE OF THE SECOND FOREIGN LANGUAGE IN 2018 RUSSIAN GERMAN FRENCH 87% 9% 4%

THE RUSSIAN LANGUAGE TEACHING IN THE LITHUANIAN MILITARY AGADEMY NUMBER OF CADETS WHO HAVE CHOSEN TO STUDY RUSSIAN 2013 2014 2015 2016 2017 2018 25% 31% 42% 61% 68% 87%

THE MOST IMPORTANT TASKS IN TEACHING FOREIGN LANGUAGE Strengthening students' motivation to learn a particular foreign language. Search and creation of the adequate educational materials which are attractive for the learners and correspond to recommendations and achievements of modern linguodidactics. Creating a favorable emotional learning atmosphere at a foreign language lesson.

THE ESSENCE OF THE AUDIOVISUAL METHOD Audiovisual method involves: use of visual and audio means for language teaching; saving study time while working with training material; conversational style of the proposed learning lexical and grammatical material; possible limitation of the lesson subject due to the given audio-video clip.

SPECIFITIES OF FILM AND VIDEO FOOTAGE Visibility - impact on the person by means of an image. Dynamism - mobility of the shown frame-pictures. Power and control over time and space.

THE SHORTCOMINGS OF THE AUDIOVISUAL METHOD The difficulty of developing authentic audiovisual materials. A huge amount of time needed to find an appropriate video. Difficulties of the systematization of grammatical material. Stimulating the revitalization in the classroom and making it difficult to control discipline.

VIDEOS USED AS TEACHING MATERIALS Basic complex audiovisual courses, where authentic video material is the organizing center of the lessons. Student textbooks which are developed specifically on the base of the films created for training purposes. Video clips taken according to the decision of the teacher from a variety of video and film footage relevant to the study theme at the class. Artistic interpretation of the poetic texts of songs, the works of bards and rockers.

CRITERIA OF SELECTING VIDEO MATERIALS FOR EDUCATIONAL PURPOSES The video should contain a certain cultural background. The selected video must contain enough language material needed for implementation of the assigned training tasks. Video or film text should be a special kind of intertext known to the majority of native speakers. The selected by a teacher video material must satisfy the tastes and age of students as well as the level of their practical language proficiency.

CRITERIA OF SELECTING VIDEO MATERIALS FOR EDUCATIONAL PURPOSES (continuation) The video should have a structural completeness and a clear composition, (beginning, middle and end). The content of the video should be strongly connected with the main topic of the lesson. The video material must motivate students to discuss what they saw and to search additional information on the topic. The video should have multilayer structure (to contain a variety of linguistic, paralinguistic and cultural material).

CRITERIA OF SELECTING VIDEO MATERIALS FOR EDUCATIONAL PURPOSES (continuation) The video must be a piece of cinema art of a high quality. The video material is able to contribute to the creation of a favorable, relaxed atmosphere for communication in a foreign language and to cause positive students’ emotions.

HOW TO WORK WITH VIDEO MATERIAL The introductory talk of the teacher. Preliminary lexical work and doing exercises. recommended before video performance. View video material.

HOW TO WORK WITH VIDEO MATERIAL (continuation) Work with the video material during the second view of each episode. Perform tasks and exercises after each episode. The final viewing and working on the final exercises in order to consolidate the studied material. Control task (composition, presentation, test, review).

CONCLUSIONS The use of audiovisual method in foreign language classes is particularly effective in the absence of a real speech environment. Among the many videos used as teaching means, preference should be given to authentic video. When selecting authentic video material for teaching purposes, it is recommended to take into account a number of the above-mentioned criteria. The key to the success of the lesson with a video component is the correct choice of the video material and its qualitative and well-thought-out methodological development done by the teacher.

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