Abstract:

Listening comprehension of video materials is the most challenging receptive aspect of learning a foreign language at a modern university. In view of the global epidemiological situation and the necessity of self-isolation this important aspect of foreign language learning has become part of an independent work mode, which was widely instituted as distance learning practice in most countries. Autonomous work with authentic video materials involves the use of information and communication technologies, which increases students' motivation and helps reduce psychological barriers in completing learning tasks. Audiovisual method of teaching a foreign language in independent work mode, as it goes from student opinion review, is positively evaluated by learners as pedagogically feasible and psychologically more beneficial for acquiring linguistic competencies than an ordinary classroom mode.
The main objectives of the article are:
- to consider the particulars of the independent work mode as the result of the global epidemiological situation at present;
- to discuss the criteria for the choice of authentic video materials for two different student cohorts;
- to describe the video-based assignments to prove that the independent work mode is pedagogically feasible for teaching learners of both non-linguistic and linguistic majors;
- to investigate whether independent work mode is psychologically more acceptable for learners as relieving classroom stress of perceiving authentic English-language video materials.

The relevance of the research problem is due to the growing need of the modern Russian society and, in general, the world community, in the development of distance forms of educational practice, which in the universities of the Russian Federation is implemented mainly through the use of such electronic resources as MS teams, Mirapolis, Zoom, etc. Three practically tested assignment formats proved to be didactically feasible for translator training, whereas a specially developed video-based technology with the use of VideoAnt and Mindmeister resources is recommended for non-linguistic majors. Both cohorts of university students were satisfied with the proposed video-based assignments and found them useful for acquiring linguistic competencies in distance education.

Keywords:

Distance education, listening comprehension, foreign language, university students, translation, information and communication technologies, learning assignment