Keyword: «audio-visual materials»

The relevance of the topic under research is determined by the necessity of the students' exposure to authentic materials with restricted contact with a foreign language, namely the English language. Taking into account the rapid growth in information technology and also the influence of multimedia on the learning process, the English TV series serve as a good aid in foreign language teaching. In this way they provide students with the opportunity to immerse themselves in the language environment, familiarize themselves with the sociocultural context of the target language country. The article aims to comprehensively outline the work on the audio-visual material as exemplified by the TV series reboot of ''Saved by the bell'' of 2020 at a non-linguistic university. The research is based on the tenets of R. Mayer's multimedia learning theory positing that information processing system includes two channels – auditory and visual, each of them has limited capacity and an active learning process implies reliance on the existing knowledge. Apart from that, the work reflects R. Schmidt's noticing hypothesis according to which language input becomes intake as long as it is noticed. The hypothesis of affective filter plays a significant role showing how the affective filters exert influence on the learning materials intake. The study of the practical aspects and approaches to the work on TV series made it possible to formulate a number of principles of appropriateness of TV series use in the English teaching practice. Hence, these principles are reflected in the fact that the input has to be processed in large quantities, has to be comprehensible, engaging, familiar and contextualized. Based on the highlighted principles the algorithm of work on the TV series ''Saved by the bell'' is showcased. Theoretical implication of the research lies in the fact that a comprehensive consideration of the TV series use in English language teaching makes it possible to re-evaluate their learning potential and also deeper understand the cognitive processes involved in TV series watching by students. Practical implication of the article comes down to the fact that the outlined set of tasks can be taken into account in other TV series course design in different learning contexts, therefore, providing going beyond the usual methods of engagement with authentic audiovisual materials.