USING VIDEO IN TEACHING PROFESSIONAL ENGLISH OF JOURNALISM TO NON-NATIVE SPEAKERS Elena N. Antonova, Senior lecturer, Faculty of International Journalism, Moscow State Institute for International Relations (University) Russian Federation Elena-antonova1@yandex.ru

Target audience of the course University students majoring in International Journalism. The graduates of the MGIMO Faculty of International Journalism are expected to find employment in various international organizations, news agencies and diplomatic missions

The curriculum of English The curriculum consists of: General English Political translation Professional English (The video course presented is designed to be synchronized with the book by David Randall “Universal Journalist”)

Why use video material? 90% of information transmitted to the brain is visual, and processed faster in the brain than text Powerful engagement which stimulates students’ interest Extend the curriculum of EFL Videos can help students who have to be absent from a classroom to catch up with others

Topics covered in the course The role of journalists and in the modern role Professional ethics Digital journalism Interviewing techniques Citizen journalism Future of journalism Research methods international journalists use

The aims of the course: To develop and enhance students’ listening skills To enrich their language with extensive professional vocabulary To ignite students’ interest in their future profession To increase students’ cultural awareness

Students’ expectations Learning from different specialists in their field Being exposed to various ideas on the issues traditionally discussed in their curricular Preparing for challenges they are likely to face in their future professional work

Sources of the course materials www.TED.com https://www.youtube.com/channel/UC6Z2H2Q i1AWfkEc9NdCwcLw https://www.youtube.com/channel/UCqwDgoQ nHN8l_3IATtIWBjQ https://www.youtube.com/channel/UCbwUUt- BwG8OhGvtWP_k6xA https://www.youtube.com/channel/UC4B40Jtd vMlyB637F1FnsQw

Structure of the course The video course presented designed to be synchronized with the book by David Randall “Universal Journalist”) The students’ are expected to watch a video fragment either at home or in class Students do pre-listening, while listening and after listening tasks

Types of pre-listening tasks Answering questions aimed at learning what students already know about the subject and letting them share what they know Commenting on statements relevant to the talk they are going to listen to which reflect conflicting view points Making predictions what the talk might be about based on what is known about the speaker / name of the talk / common sense Guessing the meaning of new vocabulary items / collocations through context (if necessary students use Dictionary of Collocations www.ozdic.com)

Types of while-listening tasks Taking notes according to a given plan Listening in order to find answers to questions Completing a mind map with the information they hear Preparing questions they would like to ask the speaker Identifying stylistic register the speaker uses Identifying the speaker’s cultural peculiarities (Is s/he a native or a non-native speaker? Does s/he represent high or low context culture? How does the language reveal his / her cultural identity?)

Types of after-listening tasks  Deconstructing a Listening Passage Preparing a list of questions about the talk and testing your classmates Doing a problem solving task (e.g. solving a moral dilemma) Completing the summary of the talk using active vocabulary Expressing opinions on what the students have heard. Developing arguments to support their view point Doing a practical task (e.g. writing an article according to the recommendations given by the speaker)

The end of the course At the end of a semester course, students are expected to perform their own talk on the issues which have been discussed

Benefits of the course 21st Century skills are abilities that today’s students need to succeed in their careers during the Information Age: Critical thinking Creativity Collaboration Communication Information literacy Media literacy Technology literacy Flexibility Leadership Initiative Productivity Social skills