See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/326009791

THE IMPORTANCE OF THE USE OF MEDIA DISCOURSE IN FOREIGN

LANGUAGE TEACHING

Article · June 2018

CITATIONS READS

0 735

2 authors, including:

Liliia Duniasheva
Kazan (Volga Region) Federal University
2 PUBLICATIONS   0 CITATIONS   

SEE PROFILE

All content following this page was uploaded by Liliia Duniasheva on 27 June 2018.

The user has requested enhancement of the downloaded file.

 THE IMPORTANCE OF THE USE OF MEDIA DISCOURSE IN
FOREIGN LANGUAGE TEACHING
L. Gazizova, L. Dunyasheva
Kazan (Volga region) Federal University (RUSSIAN FEDERATION)

Abstract
At the present stage of the development of education the necessity to introduce new technologies and
innovative practices in the educational process in order to increase students’ motivation and develop
competitive and competent professionals has become unquestionable. Foreign language instruction in
this regard can be viewed as the most fertile ground for the introduction of new learning platforms,
given that most of innovations are presented in the languages that have gained the status of primacy
in the international arena. The article describes the linguistic, methodological and cultural potential of
media discourse in the modern professionally focused teaching of foreign languages, English and
Spanish in particular. According to the authors, songs and advertising discourse can serve as highly
accessible and most effective didactic material to use in the classroom in higher education institutions.
Being an effective instrument of influence on the audience, songs, music videos and commercials
have a significant potential in foreign language learning as they contribute to better acquisition of the
material and the development of students’ communicative skills, allow teachers to modify the lesson
content and organize the interaction with the students in a most felicitous way thus increasing the
effectiveness of the educational process. Besides, the use of media discourse in foreign language
teaching allows students to acquaint themselves with the cultural identity of a particular linguistic
community, as media discourse possesses a certain cultural code.
The article presents a variety of tasks and exercises with fragments of media discourse that enable
the formation and implementation of the communicative competence of students. It focuses on the
most effective techniques that can be used in the classroom to improve the students’ language skills
by viewing and discussing advertisements and song videos, listening to radio broadcasts and
authentic records and others. This article provides guidance for English and Spanish instructors on the
productive use of media resources in the classroom and ways of their incorporation in the educational
process when developing different kinds of language skills.
Keywords: media discourse, teaching, learning, language skills, innovation, and communicative
competence.

1 INTRODUCTION
Modern educational process is characterized by dynamism, creativity, gradual approach, flexibility and
constant innovation. New technologies and innovative practices in teaching reflect the current changes
that accompany the development of the society. Globalization processes, the growing distribution of
mass media, living with plural world views and identities, migration and communicating across
languages are all experiences that permeate contemporary communities. [1] These processes have a
great impact on the basic trends in education, requiring a very quick response on part of educators in
order to train competitive and competent professionals. Foreign language instruction in this regard can
be viewed as the most fertile ground for the introduction of new learning platforms, due to the
international status of English and Spanish and their social, ideological and cultural prestige among
the young people all over the world. [1] This fact stimulates the constant search for new methods and
techniques of language teaching on part of educators, including the ways of motivating students and
raising their interest to the subject of learning. [2]
The problem of increase of students’ motivation has been a fundamental one since many years ago.
Many specialists offer different kinds of approaches, like games, use of network and applications,
audio-visual materials, etc., in order to solve this problem. Anyway, in the authors’ opinion, not only
form, but also the content should be taken into account in practical use. Media discourse in the
modern professionally focused teaching of foreign languages (especially internationally popular
English and Spanish) may serve as easily accessible and quite effective didactic material to use in the
classroom in higher education institutions. Sharing the opinions of critical linguists Halliday and
Fairclough, we assume that language is socially constructed and, consequently, it becomes

Proceedings of ICERI2016 Conference ISBN: 978-84-617-5895-1

14th-16th November 2016, Seville, Spain 5775
meaningless without social context. [3] Thus, the language of media discourse is true to life and can
be successfully used as practical material in the foreign language classroom.
The importance of usage of audiovisual resources has been signaled by such methodology
researchers as Dike [4], Hills [5], Swank [6], Ngozi, Samuel [7], etc. They pointed out the significant
impact of audiovisuals, songs and videos in particular, on learning. However, few explore song and
advertizing discourse in the light of the broader social, cultural and critical dimensions of media
discourse. Recent studies show that the didactic potential of advertising texts, for instance, is
underestimated: the majority (80%) of language teachers limit the use of media discourse to listening,
reading and translation activities in order to practice mainly grammar or vocabulary. Surprisingly, no
one mentioned the possibility of incorporating audiovisual resources as tools to initiate discussions,
debates and role plays, to write argumentative essays or to usage them in theoretical lessons. [8]
The paper is designed to be a pragmatic complementary teaching guide on a wide range of didactic
issues that arise inside the classroom. Our focus remains on the possibility of practical application of
songs and advertisements in a vast variety of day-to-day matters in teaching foreign languages and
how instructors can approach them effectively.
Songs and video clips have a great potential in raising students’ motivation and willingness to use the
language in a variety of communicative situations. Functioning as authentic material, media
discourses present a vivid example of speech patterns, ready-made linguistic structures used in a
certain linguistic culture that students can listen and watch, inwardly digest and fatherly master.
First, we are going to examine the nature and methodologically relevant peculiarities of media
discourse, the possibility of its incorporation in the educational process to make the language learning
more felicitous. Next, we will proceed to a discussion of the practical implication of songs and
advertising in practical language classes and various exemplary tasks to train competence in different
language skills. Finally, we will dwell on the possibility of introducing elements of advertising and song
discourse in lecture classes.

2 METHODS AND MATERIAL

Methodologically, the article will focus on critical investigations that draw on discourse theory (N.
Fairclough, R. Wodak, L. Litosseliti), and Blommaert’s language as a mobile resource theory to
investigate the global potential of song and advertising discourse and highlight discourse as a major
practice that both shapes and reflects modern (youth) identity. Besides, the methodological theory of
the communicative approach to language teaching (R. Langs, E. Passov, I. Maksimova, R. Milrud, I.
Pavlovskaya) served basis for elaborating the tasks and activities that constitute the body of the
present paper.
The unquestionable fact of the unbreakable connection between the present generation and media
products make us choose media discourse as the data for study. Media discourse language provides
the necessary language data that is easily accessible, popular among different people, linguistically
rich (dialects, language variants, etc.), socially, historically and culturally determined. [9] According to
the authors, songs and advertisements become effective didactic material that contributes to the
lesson content and form diversity and, as consequence, better acquisition and the development of
students’ communicative language skills. Moreover, media discourse possesses certain cultural and
historical information about certain language community.
The data for this study is taken from different sources. The advertising texts are selected from
television spots recorded from 2011 to 2014 aired on the following Spanish channels: Antena3,
Telecinco, Salamanca, TVE, La Cuarta, La Sexta. The song material is constituted by musical
th
compositions of American blues of the 20 century and African American and Spanish rap of the last
two decades selected from music sites.

3 SONGS AND ADVERTISING DISCOURSE IN FOREIGN LANGUAGE

TEACHING

3.1 The nature of media discourse and its status as a teaching resource
The term “discourse”, actively used in modern scientific knowledge, has been treated by investigators
in different ways. In this paper the authors share Norman Fairclough’s approach which focuses on

5776
language as a form of "social practice‟ [10], and seeks to examine both the manner in which discourse
is shaped by relations of power and ideology, and the manner in which discourse actively plays a role
in shaping these relations. Discourse in this respect is understood as “different ways of structuring
spheres of knowledge and social practice” [10]. This understanding is derived from M. Foucault’s
conception according to which discourse is defined as a historically determined social form of
organization and distribution of knowledge. [11]
In accordance with the post-structuralism and social constructivism theories, discourse presents a
network of social themes, voices, presuppositions and actions. It constructs the world outlook reflected
in texts [12], that is why it is always historical, recognizable, determined by a context and impacted by
the culture or the society. [11]
In interpretation of the diversity of the reality and a person’s of a nation’s inner world a great role
belongs to cultural expressions such as folklore, songs, music and television, which in modern
linguistic theory are referred to as media discourse. The Irish researcher Anne O'Keefe, defining
media discourse, states, "Media discourse refers to interactions that take place through a broadcast
platform, whether spoken or written, in which the discourse is oriented to a non-present reader,
listener or viewer". [13]
Song discourse is a special form of storing cultural knowledge. With its ability to penetrate into any
spheres a song serves a certain “mirror of life” as it reflects the main values, ethical views, social
changes, stereotypes of a particular time period, carves out models of social behavior and cultural
norms and passes them on to the next generations. Advertising discourse is a reflection of the cultural
and spiritual values and national mentality, presented in the form of a special code woven into the
language.
Song discourse, as well as advertising discourse, presents a complex unity of verbal and non-verbal
components. Given this dubious nature of a song – the unity of a linguistic and an extralinguistic
(musical) components, and a video, the extralinguistic part being audiovisual, - it seems right to refer
songs and advertising videos to the so called “creolized texts” (E.E. Anisimova, N.S. Valgina, Yu. N.
Karaulov, Yu. A. Sorokin, E.F. Tarasov) [11] which apart from the verbal structures possess structures
of other semiotic codes. In song discourse lyrics constitute a verbal code. Its non-verbal (or iconic)
part is presented by the melody which renders a generalized meaning to the song and enables a
deeper understanding and emotional feeling of the contents of the verbal message. In advertising
discourse the verbal code corresponds to the textual message whereas the semiotic code is
composed by visual pictures, the voice part and its melodic accompaniment. The communicative
effect on the recipient is largely produced by the extralinguistic component of creolized discourse
entities. Thus, the combination of verbal and non-verbal means of rendering information in songs and
videos strengthens their emotional impact, intensifies the coherence and unity of the discourse,
enabling a thorough, multi-facet transmission of meaning conveyed in the message.
As argued by Dominguez and Suarez, due to its authenticity the television advertising becomes a
really useful source of educational material because it compounds visual and sound effects with clarity
of image and brevity. [14] The idea of use of advertising texts in order to motivate students is
supported by other investigators as well. [15], [16] The suggestive and persuasive properties of songs
and video discourse, their complex semiotic nature of a creolized entity, the functions they perform
makes them most popular and effective resources in improving communicative competence of
students learning a foreign language.

3.2 Tools to incorporate advertising and song discourse into the classroom
Foreign language teaching focuses on the essential skill, i.e. ability to speak the language. While
studying students focus on learning English or Spanish as a tool for communication as well as on their
application for further studies in different linguistic or non-linguistic disciplines. It is a well-known fact
that while learning the four language skills (listening, speaking, reading and writing) have to be
performed and elaborated at a time.
At first glance, it may seem that songs and advertising texts mainly serve to entertain and sometimes
introduce grammar and vocabulary. Further analysis showed that media discourse may be surprisingly
rich from a practical didactic point of view.
While examining songs and advertising discourse as effective ways of modifying and / or challenging a
lesson, the authors offer ways of incorporating the material both in theoretical and practical classes. In
continuation we present a variety of tasks and exercises with fragments of media discourse that

5777
enable the formation of students’ language skills and the development of their communicative
competence.

3.2.1 Advertising and songs in practical classes

 Listening
One of the essential goals we have to achieve while learning a foreign language is the ability to
understand the authentic text by listening. Advertising discourse is quite a convenient studying
material because if we consider television spots or video discourse in general, listening can be
facilitated by the images students see.
Advertising texts can be used at the lessons of Phonetics in order to enhance pronunciation. Students
have an opportunity to listen to authentic speech and train the pronunciation, copy the intonation
approaching the original. Sometimes the texts are used in order to illustrate some phonetical
peculiarities. For instance, among the Spanish advertising texts there was an example of consonant
/d/ omission in the intervocalic position, which is typical for the southern regions of Spain [17]: “Que
nos han timado /timao/” (advertisement of beer Mahou).
We can use songs and advertising texts in different listening practices, such as listening for the gist or
listening for detail. The first type of listening skill aims to develop the ability to get the main idea,
therefore almost any television spot or song can be used. For instance, the social advertisement of
Spanish national organizations of blind people ONCE: “Hola. Te envío esta carta porque creo que ya
no te acuerdas de mí. Sé que son tiempos difíciles y que la crisis hace que las personas olviden lo
que llevan en su interior. El desánimo ha hecho que dejes de soñar y que te olvides de lo que te
caracteriza. Ese sentimiento que tantos logros nos ha dado, que ha servido para mostrar nuestra
forma de la vida y sobre todo para sacar una sonrisa en situaciones peores. La verdad, es que hemos
demostrado durante años que no tenemos los huesos de cristal y que somos capaces de soportar los
golpes que nos da la vida. Por favor, no dejes que desaparezca. Firmado: la ilusión”. The task can
include such exercises as enumerating the key words, giving a summary of the text or deducing the
main ideas, etc. The given example is useful if there is a need to start a discussion on the topic of
helping to physically challenged people. For instance, teacher can refer to the word collocation “no
tenemos los huesos de cristal” and ask students if they remember a hero from the famous French film
“Amelie” who had that rare disease.  
Songs and video discourse become the most favorable material while listening for detail as we can
create different kinds of tasks in order to make students find some specific information. It can be
numbers that advertisements are usually abundant with or some name or detail in a song.
One of really exciting tasks can be listening the television spot without watching it or a song without
lyrics. Students can infer the meaning, try to give their hypothesis about what is promoted or what is
happening. The second time listening can be followed by an image, so that students can confirm or
cast away their statements. We can put as an example the advertisement of tuna Calvo, which has a
background music as in thrillers. Students usually tell that this can be a promotion of some powder,
cleaning agent or medicine.  

 Reading
The tasks on reading activities should be followed by a close-up discussion and / or, possibly, a writing
task aimed to summarize the ideas of the passage, express the students’ view points as well as to
consolidate the knowledge of grammar and vocabulary featured in the fragment.
When we speak about developing of reading skills, we take into account the printed text, so that the
visual memory starts working. English and Spanish course books often include different
advertisements into some units with the aim of introduction of some topic or as a starting point for a
discussion. Therefore, students apply their basic skills of the collection and analysis of linguistic facts.
The tasks can vary from multiple choice questions to the questions which require full answer. For
example, the Spanish advertisement of GAES company: “Podríamos decir que Vicente respira
música. De pequeño construía sus propios instrumentos y prefería una partitura a un cuento. A los 18
años viajó a Paris para convertirse en músico, pero una enfermedad en el oído le obligó a renunciar a
su sueño justo antes de alcanzarlo. Vicente regresó entonces a su pueblo y se refugió en el silencio
de naturaleza. Años más tarde la música volvió a sonar en su vida. Gracias a los audífonos ha vuelto
a tocar, a crear, a componer obras que solo él ha interpretado. Hasta hoy. La vida es una melodía.

5778
Escúchala”. The task can include closed questions, like “Viajó Vicente a Francia?” or open ones “Por
qué Vicente tuvo que volver a su pueblo?”
Reading can be a follow-up activity or a task prior to a discussion. The teacher can pick a passage
that highlights or contradicts the ideas expressed in the song or a video or make students do close
reading diving into the details of the fragment. Skimming, scanning and reading for detail are the
principal reading activities that are of everyday use at the classroom. Therefore, the aim of reading
song lyrics can be capturing the ideas or the sense. For example, Estopa’s song “La Raja de tu Falda”
with further discussion about the relationship, love and friendship, or a blues composition of Robert
Johnson or Muddy Waters referring to a difficult lifetime experience in the Mississippi Delta, or an
American rap song about the materialistic nature of the consumer society.

 Speaking
Advertising and songs may be of real use in developing of speaking skills. The speaking activities may
vary from traditional discussion to problem solving and role-playing. [18]
It seems fair to suggest the usage of video discourse on the lesson. The goal can be purely
informational (a clip about nature, politics) or provide a needed example (a film that features excellent
example of discussed issue), or introduce a viewpoint (relations with the neighbors). Decide which
points or themes you think the students should focus on as they watch. Prepare questions to your
students and either distribute them at the beginning of class or keep them for a full-class discussion
after the video.
Depending on the aim of the class, the exemplary tasks and activities may include task-based
participation, Pair and Share, small group activities, discussions, debates, role playing, interviewing
and oral presentations. Let us dwell on some of them.
Pair and share is an effective strategy to get students talking to each other. The teacher can put
students into pairs and give each pair a task or a question – different or the same. The task can be to
think of the continuation of a problem or think of the best partner / friend / husband / brother / sister. It
is crucial to give a clear plan of what they have to do, like, read it out loud or pass on the abstract to
the following pair or share the ideas with the group.
Small group activities follow the same format as Pair and Share. Allow friends to talk comfortably with
friends or the instructor should form groups themselves. One of the good examples of small group
activity can be as follows. First, as a pretext you can watch an advertisement of sausage “Un espetec
de Casa Tarradellas”. Then, give students their roles: mother, father, grandmother, children, etc. The
task is to try to find out on a family meeting who ate the sausage. Besides, this advertising text is a
good example of national, cultural and historical information. So, Taradellas is a typical Catalan
surname. In reality, it is the name of the founder of the sausage production, but in an advertisement
for us it is the name of a friendly family who lives in a typical house (masía) on Spain's east coast.
Moreover, this sausage product called "espetec" only in Catalonia. The company Casa Taradellas in
advertising is trying to convey important family values, preservation of traditions.
It could not be argued that a well-planned discussion in a class can encourage and stimulate
student learning. The educator in this case should prepare for it thoroughly: choose practical material
(song, advertisement, video) related to the topic they want students to exchange views about, write a
series of meaningful questions facilitating the discussion related to the goal(s) for the class. For
instance, “Could you tell anything about the author’s / character’s / singer’s background?” This tactics
will help to see connections and a bigger picture and fill in gaps in the students’ understanding.
Discussions on a sensitive topic involving issues of culture, race, gender, ethnicity, class, patterns of
human behavior, or any political topic tend to be award-winning. [19] However it is the instructor’s duty
to make sure students justify their choice and develop a more challenging discussion. For instance,
the blues songs of female performers during the raise of human rights movement (Nina Simone,
Aretha Franklin, Janis Joplin) that raise the topic of injustice and female rights; strong leader
characters presented by rappers, etc.
It can be quite challenging for a teacher to use advertisements as the way to start a discussion.
Anyway, there are plenty of examples when teacher can allow students to agree or disagree with the
ideas expressed, make a comparison with something or draw a parallel to it. Let us take an example
of advertisement of Spanish beer Cruzcampo. The authors of the spot took the image of autonomous
community Andalusia and its people who are considered special or different in comparison to other
Spaniards: “En Andalucía no nos dan miedo los cuernos, los toreamos. No nos desabrochamos la

5779
camisa, nos la partimos. No andamos por la calle, la vivimos. En Andalucía no exageramos, son los
demás los que se quedan cortos”. Encourage students to find out if the information in the
advertisement is true to life, give them the opportunity to express their agreement or on the contrary
disagreement. On the lesson of “Country studies” students may become representatives of other
Spanish communities and even organize debates. Debates encourage students to challenge each
other’s and their own thinking about controversial issues.
Interviewing is one of the motivating tasks as well. After watching a video or listening to a song
students can perform imaginary interview with the character. Depending on the level of students’
knowledge the criteria (form, length, complexity) to the interview can be modified. [2] For instance,
beginners can interview a singer about his country or his profession by sorting out proper questions.
Students with a more advanced level can think of more tricky questions and make an interview to the
members of the class acting out as the characters of the video they have just watched: elections,
minister’s talk, social problems, environment problems, clothes designers, etc.
Grammar is one of the essential parts in learning a foreign language. Drilling exercises that are not
very popular among the students can be modified by offering students grammar tasks on lyrics of
advertising text. Gap filling is the most popular form of organizing grammar activity. The exercise can
concentrate on one grammar topic like imperative constructions in advertisements or marking passive
constructions in songs. More than that, from time to time media discourse give us examples of
incorrect use of some grammatical issues. For instance, the Spanish advertising discourse reflects the
so called “leísmo” (incorrect use of le(s) instead of lo (s) or la (s) as the direct object) which is a
widespread phenomenon in Spanish: “Un cliente llega con un pequeño ruidito y en vez de manadarle
a casa y que traiga el coche otro día, se lo intentamos solucionar en momento, le invitamos a un café
y la verdad que el cliente se queda muy agradecido”. In this example, we see le instead of the
pronoun lo (al cliente). “Leísmo” is common to all layers of society of Spain, especially in Palencia,
Valladolid, Burgos, Avila, Segovia, Toledo and the western part of Madrid as confirmed by Inés
Fernández-Ordóñez, an academician of the Royal Academy of Spain. [20]

 Writing
In written assignments, students and teachers can get a clear sense of what they understand and
where they are still struggling. No doubt, it is an opportunity to build an academic argument in a
systematic, detailed, and appropriately supported manner.
In the foreign language teaching we can use advertisement for writing individual or collective essays.
For example, give students any object (pen, book, chocolate bar, etc.) or a prepared image, give them
the task to create the most original advertising text within a limited time. It can be an individual or a
group task. The aim of the task is to encourage students’ creativity and actualize their knowledge.
The written assignments may vary from a freewriting to a writing on a determined topic. Considering
that media discourse has its cultural and social context, the themes proposed in this activity may differ:
simple descriptive text or complex argumentative essay.
Freewriting as an alternative to essays can help students to formulate their ideas before participating
in a full-class activity.
Writing after watching a video or listening to a song with a previous discussion or not is one of the
convenient activities. Encourage students to show emotions, the way they feel, the attitude to the
questions raised in the videos, expose the contents of the video. Writing can also be used as memory
activity: give students a task to write as much as they can remember the song or video.
The project-based task on more proficient levels can include a publication of a monthly newspaper
about the university or campus issues on a language
There is a great amount of examples among the activities: writing the end of the story, writing a formal
or an informal letter in response to the advertisement, writing a fan letter or a protest letter, etc.

3.2.2 Advertising and songs in lecture classes

Apart from the great significance of employing songs and ads in a practical language class,
supplementary resorting to audiovisuals can result highly effective in a variety of theoretical classes in
professionally oriented learning.
In an information-intensive course, teachers may find themselves with a list of points that need to be
explained to complement the general lecture. It may be the most efficient way to impart the information

5780
when you are talking about a specific historical period or a certain social phenomenon, or a music
genre, general social topics.
Songs and advertising videos impart factual data to the students, help them to clarify and consolidate
information that was already presented to them in the lecture, encourage them to see old information
in new ways, or provide hand-on experience for a concept covered in lecture.
Include video clips, digital images, advertising videos into PowerPoint presentations. However, you
should consider that PowerPoint moves too fast it can provoke difficulties in understanding or while
copying slide content.
On the basis of discourse analysis we have examined that rap as well as advertising discourses
demonstrate a number of stylistic peculiarities and linguistic features that serve universal language
markers of modern youth speech. [1] They aim to draw students’ attention to the subject of the
message. Advertising text and song lyrics are a storehouse of stylistic figures and techniques:
• anaphora:"Hipercor" hipermejor”, “¿Te falta Tefal?”;
• antithesis: Compramos lo que no utilizas, vendemos lo que no te imaginas; Searchin for a love,
throughout the ghetto / Young girls is thick, righteousness is narrow (Common “Pop’s Rap III”);
la vieja búsqueda, la nueva prueba (Violadores del verso “Vivir para contarlo”);
• rhyme: “¿Y si te pica un abejonejo? Te pique el insecto que te pique, ten a mano “Afterbite”; La
mesa ceniza y cerveza / Planeta besa al mundo sin pobreza (Mala Rodríguez “No pidas
perdón”);
• ellipsis: “Al ser humano le gusta dejar su huella en lo que de verdad le importa. Y a nosotros
también”; Want to do it all alone?
• rhetorical questions: “¿Tienes un minuto?”, “¿Qué es lo que esperamos de un
multivitamínico?”; puse mi hit en el top ten / ¿y a por quién? (Violadores del verso “Clases de
disciplina”); An accomplice to the devil is a devil too / The devil is anti-human, who the hell are
you? (Boogie Down Productions “Build and Destroy”) ;
• onomatopoeia (imitation of the sound of the motor «Ran, ran, ran»), etc.
Therefore, the advertising text and song lyrics can be used for linguistic and stylistic analysis in the
class of stylistics, lexicology, linguistic analysis, phraseology, etc.

4 RESULTS
The analysis of the linguistic and didactic potential of English and Spanish media discourse showed
that it is essential to incorporate songs and advertising and discover new ways and forms to discuss
the well-known issues in the classroom.
The data appears to suggest that all communicative skills may be developed by using songs and
advertising videos. The main difficulty in this regard is time that teacher spends on preparation for the
class and availability of technical support.
The listed above tasks and activities are of a non-regulatory, optional character. Each instructor can
adopt a task according to the students’ needs, interests, learning styles, level of knowledge
considering the situation.
A close look at the material indicates that media discourse also has a potential to create an authentic
environment in the classroom, as it is the most up-to-date expression of the current situation in the
country. Authenticity is the best motivating factor in learning a foreign language.

5 CONCLUSIONS
Foreign language proficiency is a leading way to effective intercultural communication. As media
discourse is a treasure of linguistic, cultural, historical and social information, its use in the classroom
is unquestionably efficient. During foreign language lessons students obtain knowledge on grammar,
vocabulary, enhance their listening, writing, reading and speaking skills. Through the usual exercises
they learn cultural information on a wide range of topics that helps them to become broad-minded,
culturally conscious, competent specialists. [21]

5781
On the grounds of the current study, we can certify that there is no compelling reason to argue that the
creolized text has already entered the educational practice and is applied in open online tutorials. As a
result, the authors see the necessity to use all the possible tools in order to incorporate the media
discourse into the foreign language classroom in order to achieve the positive feedback.
Songs and advertisements contribute to better acquisition of the material and development of
students’ communicative language skills. Teachers find out the opportunities to modify the lesson
content, change from traditional form of material introduction to interactive, accessible and productive
way of lesson organization. Students acquaint themselves with the history, traditions and cultures of a
certain linguistic community and feel comfortable in the created “authentic” environment.

REFERENCES
[1] E.S. Gritsenko, L.G. Dunyasheva, “Yazykovye osobennosti repa v aspect globalizatsii”,
Politicheskaya Lingvistika, Volume 2, Ekaterinburg, P. 141-147, 2013.
[2] C.A. Gaifutdinova, L.G. Dunyasheva, A.I. Zholud, “Internet as the Means of Spanish Study as a
Foreign Language”, The Social Sciences, V.10 (6), P. 806-812, 2015.
rd
[3] M.A.K. Halliday, “An introduction to functional grammar”, 3 edition, Hodder Arnold, London,
700p., 2004.
[4] V. W. Dike, “Curricula innovations on library education for school librarians for Nigerian
schools”, In Nigerian school librarianship, edited by D. F. Elaturoti, NSLA, P. 137-142, 1998.
[5] J. Rabow, M.A. Charness, J. Kippermann, S. Radcliffe-Vasile “W.F. Hill’s learning through
rd
discussion”, 3 edition, Waveland Press, Inc., Long Grove, Illinois, 70 p., 2000.
[6] R.C. Swank, “The Educational Function of University Library”, 2011.
URL:http://www.ideals.illinois.edu/bitestream/handle/2142/5455/librarytrend
[7] B.O. Ngozi, A.O. Samuel, O.I. Ameh, “Motivating use of Audio-Visual in a Nigeria Technological
University Library”, Journal of Education and Social Research, Vol. 2(1) Jan, 2012.
[8] L. Gazizova, “Problems and perspectives of advertising texts introduction in the second
language classroom”, Proceedings of EDULEARN14 Conference 7th-9th July 2014, Barcelona,
Spain, P.1270-1275, 2014.
[9] A. Bell, “Language and the media”, In Annual Review of Applied Linguistics, 15, P.23-41, 1995.
[10] N. Fairclough, R. Wodak, “Critical discourse analysis”, P. 258-284, 1997.
[11] L.G. Dunyasheva, E.S. Gritsenko, “Konstruirovaniye gendera v bluze I repe: globalnoe I
lokalnoe”, a monograph, Nizhny Novgorod State Linguistics University Press, Nizhny Novgorod,
213 p., 2013.
[12] L. Litosseliti, “Gender and language: theory and practice”, London: Hodder Arnold; New York,
192 p., 2006.
[13] A. O’Keeffe, “Media and discourse analysis”,
URL:http://www.dspace.mic.ul.ie/bitstream/10395/1681/2/O%E2%80%99Keeffe,%20A.%20(201
1)%20%E2%80%98Media%20and%20Discourse%20Analysis%E2%80%99(Book%20Chapter).
pdf
[14] C. Domínguez, C. Suárez, “Uso de materiales publicitarios en formato de vídeo en la
enseñanza de español como lengua extranjera”, Instituto Cervantes, Madrid, P. 635-646, 2001.
[15] O. Cruz, D. Ojeda, “El componente intercultural en los anuncios publicitarios o cómo vender
gazpacho en Finlanadia”, XIV Congreso Internacional de ASELE, Burgos, P. 266 – 279, 2003.
[16] C.G. Signes, “Language teaching and media literacy”, In Ferrer, H. et.al, Teaching English in a
Spanish Setting, Valencia, P. 123-136, 2001.
[17] C. Díaz Castañón, “Sobre la terminación “–ado” en el español de hoy”, REL, No 5, fasc.1, P.
111-120, 1975.
[18] T. Oradee, “Developing Speaking Skills Using Three Communicative Activities (Discussion,
Problem-Solving, and RolePlaying)”, International Journal of Social Science and Humanity, Vol.
2, No. 6, November, P. 533-535, 2012.

5782
 [19] A. Pennycook, “Popular Cultures, Popular Languages and Global identities”, The Handbook of
Language and Globalization, Ed. by N. Coupland, Wiley – Blackwell, P. 592- 607, 2010.
[20] I.R. Fernández-Ordóñez Hernández, “Leísmo, laísmo y loísmo”, Taurus Universitaria, Madrid,
URL: https://www.uam.es/personal_pdi/filoyletras/ifo/publicaciones/3_cl.pdf, P. 63-96, 1993.
[21] D.D. Yakubova, L.G. Gazizova, “Building culturally competent students in teaching Spanish as a
foreign language”, Proceedings of EDULEARN15 Conference 6th-8th July 2015, Barcelona,
Spain, P. 7607-7612, 2015.

5783

View publication stats