Speech) with the help of extended tasks: to study dialogues from the film, to express emotions caused by the film, to exchang of thoughts, to write a summary, essay, to do creative tasks (for example, to express their vision of the end of the film, to write an interview report etc.).Įmphasized on the educational aspect of the film "Roman Vacation" (1953, USA) because The viewing and oral analysis of the film.Īccording to the author, it is better to forming students’ productive skills (written and oral The introduction and analysis of specific lexical and grammatical elements intervene only after Of the movie is very useful for developing students’ receptive skills: reading and listening. The author draws attention to the fact that studying by students an authentic English script In foreign language classes with a wide array of pedagogical options.Īcknowledged that viewing feature films exposed the students not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross‐cultural information, body language, emotion and filming locations. The study suggests that it is possible to exploit feature films The focus of this article is the implementation of film "Roman Holiday" in a first year ELP (English for Professionally Purposes) program and its evaluation.
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This paper aimed at finding students’ perspectives on integrating feature films in formig professional oriened foreign language learningĮnvironment, in oral and writing communication English lesson as foreign language (EFL) learners.Examined the potential on the use of the legendary film "Roman Holiday" (1953, USA) in language teaching and learning, describes its emotional impact on students. The article considers the role of feature films in the context of a language pedagogical resource for forming professionally oriented foreign language educational environment (POFLEE) in the university in the process of teaching foreign language. Unto that element: but long it could not be Ophelia (1894) Or like a creature native and indued by John William Waterhouse. Her clothes spread wide And, mermaid-like, awhile they bore her up: Which time she chanted snatches of old tunes As one incapable of her own distress, Fig. LAERTES Drown'd! O, where? QUEEN GERTRUDE There is a willow grows aslant a brook, That shows his hoar leaves in the glassy stream There with fantastic garlands did she come Of crow-flowers, nettles, daisies, and long purples That liberal shepherds give a grosser name, But our cold maids do dead men's fingers call them: There, on the pendent boughs her coronet weeds Clambering to hang, an envious sliver broke When down her weedy trophies and herself Fell in the weeping brook. QUEEN GERTRUDE One woe doth tread upon another's heel, So fast they follow your sister's drown'd, Laertes.
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She uses nature, water, and flower imagery to show how she is now free of the cruel human world. Also, Gertrude reports Ophelia's death in one of the most lovely, poignant, poetic speeches in all of Shakespeare.
The symbolism of the flowers of Ophelia's "bouquet" is describedж the image of Ophelia in films, music, ballets, paintings is presented. Considering the importance of professional and speech culture, special attention is also paid to professional-focused technology in intercultural communication teaching. Her lines and the lines addressed to her show a lot about both her character and Shakespeare’s views of femininity.
The authors propose a nonstandard approach to the formation of professional competence in future biologists: learning the biological characteristics of the rose "Ophelia" by studying Shakespeare's tragedy "Hamlet" in the context of Ophelia’s image. The authors emphasize that it is important in the process of teaching foreign language biology students to create such professionally oriented foreign language learning environment that would form professional and sociocultural competences in students.
The article demonstrates the need for and the objective nature of transformation of the linguistic and educational paradigm from communicative to intercultural. The study examines some topical issues associated with the quality of vocational training of future biologists.
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