Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The didactic role of movies and TV series in teaching
foreign languages
Mumtozbegim ASKAROVA
1
, Nargiza KAYIMOVA
2
Shakhrisabz State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received November 2024
Received in revised form
10 December 2024
Accepted 25 December 2024
Available online
25 January 2025
The didactic significance of films and TV series in teaching
foreign languages is crucial in today’s globalized world. This
study delves into the impact of films and TV series on linguistic
competence in foreign language learning, along with effective
methods and innovative approaches for their use. By examining
these methodologies, the study aims to provide tailored
solutions to enhance the efficiency of language acquisition.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
teaching foreign languages,
motivation,
linguistic abilities,
authentic language input,
cultural understanding,
intercultural competence,
didactic role of films
Xorijiy tillarni
o‘qitishda kinofilm va seriallarning didaktik
roli
ANNOTATSIYA
Kalit so‘zlar
:
chet tillarini o‘rgatish,
motivatsiya,
lingvistik qobiliyat,
tilning haqiqiy kiritilishi,
madaniy tushunish,
madaniyatlararo
kompetentsiya,
filmlarning didaktik roli.
Xorijiy tillarni o‘qitishda kinofilm va seriallarning didaktik
ahamiyati bugungi globallashgan dunyoda muhimdir. Ushbu
tadqiqot xorijiy tilni o‘rgatishda kinofilm va seriallarning
lingvistik mahoratga ta’sirini, film va seriallardan foydalanish
bo‘yicha sa
marali metodlar va innovatsion yondashuvlarini
o‘rganadi. Tadqiqot metodikalarni tahlil qilish orqali til o‘rganish
samaradorligini aniqlash uchun moslashtirilgan yechimlarni
taqdim etishga qaratilgan.
1
Student, Shakhrisabz State Pedagogical Institute.
2
Scientific Supervisor. Teacher, Shakhrisabz State Pedagogical Institute.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
14
Дидактическая роль кинофильмов и сериалов
в преподавании иностранных языков
АННОТАЦИЯ
Ключевые слова:
преподавание
иностранных языков,
мотивация,
языковые способности,
аутентичный языковой
ввод, культурное
понимание,
межкультурная
компетентность,
дидактическая роль
фильмов
.
Дидактическое значение кинофильмов и сериалов в
обучении иностранным языкам имеет большое значение в
современном
глобализированном
мире.
Данное
исследование изучает влияние фильмов и сериалов на
лингвистическую компетенцию при изучении иностранных
языков, а также эффективные методы и инновационные
подходы их использования. Анализируя эти методики,
исследование
направлено
на
предоставление
адаптированных решений для повышения эффективности
процесса овладения языком.
INTRODUCTION
In today's globalized landscape the demand for specialized language skills is an
innovative peak. Traditional teaching methods, while effective to some extent, often lack
the engaging and immersive qualities needed to motivate students fully. As a result,
professionals are exploring new techniques to enhance learning outcomes. These
methodologies are not only about learning a new language but also mastering the specific
terminology, cultural understanding and communication skills to a particular field. Among
these methods, the use of films and TV series has gained significant attention due to their
ability to combine entertainment with education. Through their captivating storytelling
and visual appeal, these audiovisual resources have the potential to increase learners’
motivation and improve listening and speaking skills, and fostering cultural nuances.
These study aims to delve into the didactic role of films and TV series in foreign language
learning. By examining these methodologies, the research will explore their benefits,
analyze effective teaching methods involving these resources. The study will also explore
the impact on students' linguistic competence. By understanding and implementing these
tailored approaches language educators and learners can achieve greater success in their
language learning endeavors.
The Benefits of Movies and TV Series teaching in Foreign Languages
1.1. Authentic Language Exposure
The use of films and TV series regarded as a helpful tool for learning languages. Films
and TV series provide learners with access to real-world language use, exposing them to
natural dialogues, colloquial expressions, and diverse accents. Unlike scripted textbook
dialogues, these materials reflect how native speakers communicate in daily life. Stephen
Krashen’s Input Hypothesis underscores the importance of comprehensible input for
language acquisition. Films and TV series provide this input in a natural and engaging way,
allowing learners to encounter vocabulary, grammar, and idiomatic expressions in context
[1; 27-b]. Using movies in the EFL classroom provides students with authentic language
input and promotes real-world language application, making the learning process more
effective and engaging [2; 102-b]. For instance, learners can hear various regional dialects,
intonations, and informal phrases, which are often absent from traditional language
resources. This exposure enhances listening comprehension and equips students with
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
15
practical communication skills that they can apply in real-life situations. Moreover, the
contextual use of language in films helps learners grasp subtle nuances, such as humor,
irony, and cultural idioms, that are difficult to convey in standard classroom settings. Also,
the actors’ gestures and expressions help them to better understand the use of complex
linguistic structures [3;45-48-b].
1.2. Cultural Learning and Intercultural Competence
Language and culture are intrinsically linked, and understanding one requires
knowledge of the other. Films and TV series serve as windows into the cultural context of
the target language, portraying traditions, societal norms, and everyday life. Lev
Vygotsky’s sociocultural theory emphasizes
the role of interaction and cultural context in
learning. Films and TV series embed language within social and cultural scenarios,
enabling learners to better understand how language functions in real-life situations [4;
78-b]. By watching films, learners not only improve their linguistic abilities but also
develop intercultural competence. For instance, with films, learners are shown daily
customs, clothing styles, traditional food, music, social roles, institutions, politics, leisure,
and urbanism [5;46-48-b]. They can communicate more effectively and respectfully. This
cultural immersion fosters a deeper appreciation of the language and its speakers, which
is crucial in today’s interconnected world.
1.3. Motivational and Emotional Engagement
One of the most significant advantages of using films and TV series in language
teaching is their ability to motivate and engage learners. Traditional language lessons often
feel repetitive and uninspiring, leading to a lack of interest and enthusiasm. In contrast,
f
ilms and TV series combine education with entertainment, capturing students’ attention
through compelling storylines, relatable characters, and visual storytelling. When students
are emotionally engaged with the content, they are more likely to retain vocabulary.
Besides, television and the Internet, the seventh art is one of the most common mass media
products, and it forms an important part of youths’ leisure experience [6; 56
-57-b].
METHODS
The study of The Didactic Role of Movies and TV Series in Foreign Language
Learning introduces several innovative aspects, new insights and effective practices of
young learners. The scientific novelty of the research can be highlighted following areas:
1. Integration of Audiovisual Media in Pedagogy: The research adopts a relatively
underexplored area of foreign language education by emphasizing the systematic use of
films and TV series as a primary pedagogical tool. It showcases how audiovisual materials
bridge the gap between traditional textbook-based methods and real-world language
application, offering a fresh perspective on language acquisition.
2. Multidimensional Benefits: The study does not just focus on linguistic skills but
also emphasizes the cultural and emotional dimensions of learning, such as intercultural
competence and motivation. This holistic approach distinguishes it from conventional
language learning studies.
3. Practical Teaching Framework: It proposes innovative, step-by-step teaching
strategies such as using subtitles, role-playing making it applicable for diverse classroom
settings. This practical contribution offers educators concrete methods to implement
audiovisual tools effectively.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
16
4. Empirical Evidence: The research includes experimental findings comparing
traditional teaching methods with film-based learning approaches, providing quantitative
and qualitative data to support its claims.
RESULTS AND DISCUSSION
The analysis of the didactic significance of the Movies and TV series in learning
foreign language across various fields reveals several key insights and results for the field
of language education. This discussion highlights the findings from literature review,
empirical data, and case studies to provide comprehensiva understanding of the future
directions of foreign language learning.
1. Effectiveness of Movies and TV series: The findings support the idea that films and
TV series provide authentic and context-rich input that enhances listening and speaking
skills. Students are exposed to natural pronunciation, intonation, and idiomatic
expressions, which are often missing in traditional textbooks. The use of subtitles has been
shown to reinforce vocabulary acquisition and listening comprehension, particularly for
beginner and intermediate learners. However, advanced learners may benefit more from
unsubtitled content as it challenges their auditory skills.
2. The role of technology in language learning: Audiovisual materials introduce
learners to the cultural nuances, traditions, and social behaviors of the target language.
This aligns with Vygotsky's Sociocultural Theory, which stresses the importance of cultural
context in learning. Films and series allow learners to experience cultural immersion
without leaving the classroom, fostering a deeper understanding of how language is used
in real-life scenarios [7; 12-13-b]. For example, scenes depicting formal and informal
speech help students differentiate between various registers of communication.
3. Increased Motivation and Engagement: The entertainment factor of films and TV
series enhances student engagement and reduces the anxiety often associated with
language learning. Students reported feeling more motivated to learn when the material
was relevant, interesting, and visually stimulating. This echoes findings from Ismaili
(2013), who noted that movies create a relaxed learning atmosphere, encouraging active
participation [8; 6-8-b].
4. Challenges and Limitations: Despite their benefits, the use of films and series in
teaching foreign languages is not without challenges. Selecting age-appropriate and
linguistically suitable content can be difficult, as not all films or TV shows align with the
learners' proficiency level. Additionally, over-reliance on subtitles may hinder the
development of independent listening skills. Finally, some educators may lack the training
or resources to integrate these materials effectively into their curriculum.
5. Comparison with Traditional Methods: Compared to traditional textbook-based
methods, films and series offer a dynamic and immersive alternative. While textbooks
often focus on grammatical accuracy and controlled practice, audiovisual materials
emphasize fluency, cultural understanding, and real-world communication. However,
combining both approaches could yield the most comprehensive results, as textbooks
provide structural guidance while films offer practical application.
6. Implications for Future Practice: The findings suggest that educators should
incorporate films and TV series into their teaching repertoire as a supplementary resource.
Subtitled content can be used for vocabulary building, while unsubtitled materials can
develop advanced listening skills. Furthermore, task-based activities such as discussions,
role-plays, and creative writing inspired by films can reinforce language acquisition in an
engaging way.
CONCLUSION
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
17
The entertainment factor of films and TV series enhances student engagement and
reduces the anxiety often associated with language learning. Students reported feeling
more motivated to learn when the material was relevant, interesting, and visually
stimulating. This echoes findings from Ismaili (2013), who noted that movies create a
relaxed learning atmosphere, encouraging active participation.
1. Enhanced learning outcomes: The integration of films and TV series into foreign
language education provide many positive learning outcomes. Professionals benefit from
improved listening and speaking skills and increased vocabulary to better cultural
understanding.
2. Continuous innovation: Future studies should continue exploring the nuanced
impact of films and TV series on language skills development, particularly in writing,
speaking, and cross-cultural communication. Combining traditional teaching methods
with audiovisual tools promises to provide a comprehensive and effective approach to
language acquisition.
3. Addressing challenges: However, the effectiveness of these tools largely depends
on how they are integrated into the curriculum. Proper selection of age-appropriate and
linguistically suitable materials, along with a balanced use of subtitles, is crucial to
achieving the desired learning outcomes. While films and TV series enhance language
acquisition and cultural competence, their limitations
–
such as the risk of over-reliance on
subtitles and the challenge of aligning
content with learners’ proficiency levels
–
must also
be addressed.
In conclusion the findings of this study underscore the immense potential of films
and TV series as didactic tools in foreign language teaching. These audiovisual materials
bridge the gap between traditional textbook-based methods and real-world language
application by offering authentic, context-rich, and culturally relevant input. They not only
improve learners' listening and speaking skills but also foster cultural awareness and
motivation, creating a dynamic and engaging learning environment.
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I’enseignment
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