Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

1.Retention of information in short term memory. Most current multimedia applications allow the student some control over the rate of language presentation. That is, users can start, stop, and review pieces of information to better understand and remember the aural text. The addition of video provides a clear, logical flow of events so that linking (remembering) new information to old is facilitated.
2.Discriminate the sounds of the target language. User control over language presented in more than one modality supports a student's ability to discriminate where words begin and end. The synchronized display of text along with the aural text assists the learner in distinguishing phonetic groupings and boundaries. When learners can see the faces of those speaking in the video, moreover, they can additionally make use of facial movements to understand the sound-meaning correspondence in the target language.
3.Recognize patterns of stress, rhythm, and intonation and how they signal information and intent. Stress, rhythm, and intonation are automatically highlighted when aural language is divided into syntactic units. When we speak, the logical breaks in our discourse (the places where we pause ever so slightly) occur at syntactically predictable junctures. When specific words are stressed and patterns of intonation used, learners can be cued to closely examine the visual and spoken reactions of interlocutors in the video presentation.
4.Understand reduced speech. Multimedia is particularly well suited to assist learners in their understanding of reduced forms of target language speech. Having the written version of fast, naturally-paced aural text on the computer screen allows the learner access to both the written and spoken forms simultaneously. That is, the learner may hear "wadjagonnado?" but will read "What are you going to do?" In this way, learners can come to understand the two different forms of the target language - spoken and written - as well as learn to decode these reduced forms.
5.Recognize core vocabulary and the rules and patterns of words used to communicate. Coordinated aural, visual, and textual information on the computer screen at the same time makes up an ideal laboratory for student problem-solving at the level of individual words and sentence structures. The learner has at her disposal rich visual and contextual clues that can assist in breaking the code of the written and aural text. The multi modal cues can be cross-referenced for word, sentence-level and broader understanding.
6.Understand communicative functions of utterances according to context. Video can be a very rich source of context for language processing. In a multimedia format, learners are provided control over the rate and order of video presentation and can therefore take advantage of starting and stopping the action in order to study language in a well represented context. Video also typically boasts tight correspondence between what is seen and what is heard. That is, in only very rare cases is the audio portion of video temporally disconnected to what is being viewed. By studying target language communication in a multimedia format, learners can experience and come to understand the connections between utterances and how they function within a visually depicted context.

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