1. 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

2. 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

3. 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”)

4. 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

5. 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

6. 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

7. 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

8. Sources of the course materials
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9. 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

10. 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

11. 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?)

12. 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)

13. 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

14. 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