AUDIOVISUAL MATERIALS IN ASPECT OF INTERACTIVE TRAINING IN A FOREIGN LANGUAGE

This article is devoted to the analysis of interactive methods of teaching a foreign language by the example of audio-visual materials.
The theory of interactive learning is the object of attention of many methodists. Interactive method is recognized as one of the most modern and productive in teaching. Its advantage is that students actively interact with each other, feeling their success and intellectual consistency. Tasks for students are aimed to develop listening and speaking skills and are effective at different stages of learning. Game-style interactive methods allow them to study in an unobtrusive way and to work out many speech clichés and scripts used in real communication.

The techniques for working with video in the classroom for Russian as a foreign language are of particular interest. Informative and illustrative audiovisual material is supported by the fact that students (besides factual information) take into account the data that are not expressed verbally. It can be gestures, facial expressions, voice tone, posture, forms of interaction between participants of communication, optional sound effects, and others.

The importance of the problems associated with the implementation of interactive technologies in foreign language learning, on the one hand, and the lack of research on the use of audio-visual media in the light of the use of interactivity, on the other hand, are used to motivate the relevance of the research.

The originality of the work is related to the fact that we offer new various options for interactive work with a movie during the practice of teaching Russian as a foreign language.

The purpose of the research is to illustrate the features of the application of audio-visual materials in conjunction with the use of interactive methods.

As a result of this study we can state that interactive teaching methods largely intensify the process of foreign language acquirement, engage students in a situation of real communication, develop communicative and cultural competence. More that that they are applicable to students of different degrees of activity.

Conclusions:
The technology of communicative foreign language education methods based on interactivity with audio-visual materials is presented in the research as very effective and appropriate. Audio-visual materials represent direct interactivity, and are also used to implement various types of non-communicative, before-communicative (introductory) and communicative tasks.