Forming the Communicative Readiness for the Perception of Audio and Video Materials in Teaching English Language to Law Students

   This article is aimed to consider methodological techniques that are effective to provide the formation of communicative readiness for the perception of authentic audiovisual materials, to propose a proven step-by-step algorithm for the use of flowcharts of various levels, role-playing and other communicative tasks that allow to start and activate work with video materials in groups of law students. Learning a foreign language is considered as a process of artificial socialization, so the teacher selects and prepares authentic materials that are effective for teaching in advance. Audio and video materials contribute to the development of new forms of independent individual work, stimulate different types of memory, creative thinking of both students and teachers. Successful fulfillment of program goals presupposes methodically correct fulfillment of the requirements for the selection of educational audiovisual materials. The lexical content of video and audio fragments should meet the general didactic principles of feasibility and accessibility, an equally important condition is a pre-developed skill of obtaining the necessary information from audio and video sources, as well as carefully thought-out preparation of students for the perception of information. The article substantiates the need to teach future specialists to participate in professional-oriented communication situations, as well as to help students master the algorithm for compiling and applying a reference scheme that allows them briefly present the basic information presented in the video. The evidence of students' communicative readiness to perceive audio and video materials is the successful completion of communicative tasks at the stage of preliminary preparation, passing through the stages of usage the block scheme, applying a business game or solving a case problem with subsequent analysis of shortcomings and successful moments. The analysis of the problem of the development of foreign language communication skills and abilities at the pre-demonstration stage, considered in the article, shows that, provided methodically competent preparation, consistent step-by-step introduction to the practice of teaching a foreign language, audiovisual materials are effective and appropriate.

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