278
artificial use of language drilling and genuine use outside the classroom [4;47]. One of the main tasks
in teaching speaking is to help students move from pseudo-communication, in which their use of
English is fictitiously concocted and predictable, to communication where they express their personal
ideas and needs in the context of reality. Teaching speaking is the most difficult part in language
learning process and it can take many different forms.
Before teaching the conversation practice, students must be familiar with some grammar
patterns and vocabulary words- how these are pronounced and how they are combined to form
meaningful utterances. If students have learned the basic patterns of English in a formal classroom
context, these were taught through one of two major methods or a combination of both: the audio-
lingual approach (sometimes called the aural-oral method), and cognitive-code learning. There are,
of course, other language teaching methods in use today. The Audio-Lingual Approach is based on
the premise that learning a new language means learning a new system of habits. It is an outgrowth
of behaviorism, a school of psychology that proposes that all learning is a process of conditioning –
a process based on stimulus – response – reinforcement – and structural linguistics; a school which
looks upon language as a structured system of sounds learned through stimulus – response –
reinforcement.
Language learning is more than a matter of habit formation, it is a creative process, and
therefore students should be given the opportunity to be as mentally active as possible in all assigned
work. The students’ creative involvement in the learning process is viewed as more important than
the avoiding of errors. Thus, teaching conversation requires different approaches and methods.
REFERENCES:
1.Бим И. Л., Методика обучения иностранным языкам как наука и проблемы школьного
учебника. Москва, 1978.
2. Bowman B., Burkart Grace Teaching English as a Foreign Language. TEFL. Peace Corps.
ICI Manual, 1994
3. English Teaching Forum, vol. 31, 1993.
4. Julia M. Dobson. Effective techniques for English Conversation Groups.Washington DC,
1992
5. Tajieva A., Babaniyazova N. Educational reforms in the republic of Uzbekistan in operation
//Theoretical & Applied Science. – 2015. – Т. 7. – №. 27. – С. 134-137.
6. Mamirbaeva D., Djumamuratova D. SOME FEATURES OF PROJECT-BASED
LEARNING //QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES. –
2023. – Т. 1. – №. 1. – С. 350-353.
STRATEGIES FOR IMPROVING WRITTEN COMPETENCE THROUGH
AUTHENTIC MATERIALS
Abdullayeva Gulnara,
Second-year student of the "English language and literature" department,
Nukus State Pedagogical Institute named after Ajiniyaz
Improving written competence with the help of authentic materials is a powerful and effective
way to enhance language skills. Nowadays, linguists are discovering more and more new methods
and techniques in order to make the process of acquiring language skills easier. The purpose of
authentic materials is also concluded in the matters of time-saving, since by integrating with real-life
materials or handouts, learners might with ease implement and heed the rules in writing. Today’s
learners have an access to a wide range of resources that are created for native speakers of a particular
language, including daily newspapers, low-circulation and advertising tabloids, magazines, books or
even social media posts. Sociolinguistics is the study of how language is used in social interactions
and how it reflects and shapes social relationships. It explores the relationship between language
and society, including factors such as social class, gender, ethnicity, and age that influence
linguistic variation.[7,1]
279
The listed materials serve for the learners as a big chance to engage with language in its natural
context, allowing them to develop linguistic and writing skills in a more meaningful way. Factually,
it cannot be denied the fact that authentic materials enhance motivation and inspire learners to deeply
learn grammatical structures via scripts. Day by day the number of bilinguals is step by step showing
upward trend as they are counted mostly as visual learners. They learn best when they see information
through visual aids and images. Additionally, this type of learners is naturally attracted to visual
stimuli, and find it useful to use and integrate with various postcards, or should it be food labels, train
schedules, websites blogs, price tags, recipes or menus. Worth to mention, that learners should take
into consideration the effectiveness of selected materials, they must be relevant to the learners’
interests, needs and, of course, proficiency level. Teachers should be flexible in organizing
collaboration where knowledge, perspectives and values must be shared by participants, they must be
willing to work together.[6,2]
Authentic materials are materials that are not created or adapted specifically for language
learners. The language is real and raw just as it is in everyday life. When used cleverly and blended
with graded materials (ELT textbooks and materials), authentic materials can keep learners interested
and engaged in language learning. Per to many teachers, it's too difficult to use authentic materials
with low-level learners. Scholars in the field of language learning and education have highlighted
the significance and benefits of leveraging authentic materials. Methodologists’ opinions may differ
when it comes to the effectiveness of authentic materials. While Diane Larsen-Freeman define
authentic materials as a bridge between language learning and real-world communication, offering
learners opportunities to engage with a target language in meaningful contexts [2; 44], Dr. John H.
Schumann state that authentic materials may pose potential challenges for learners in terms of
hindering their comprehension and linguistic complexity, potentially leading to frustration and
disengagement [3; 125]. Moreover, It is useless to adapt to a target language without scaffolding,
since it could alienate learners, particularly those at lower proficiency levels, creating considerable
barriers to the learning process. According to Professor Claire Kramsch, authentic materials offer
learners a glimpse into the target language community, granting them the opportunity to acquire
knowledge about cultural norms, values and communication approaches [4; 74]. This exposure allows
learners to develop a deeper understanding of the cultural fostering insight into the societal customs,
beliefs, and effective communication methods that shape the community. Language itself is defined
by a culture. We cannot be competent in the language if we do not also understand the
culture that has shaped and informed it. We cannot learn a second language if we do not have
an awareness of that culture, and how that culture relates to our own first language. [1; 4]
Similarly, to this statement, Dr. Pauline Gibbons, an expert in the field of second language acquisition
and bilingual education, has emphasized the importance of authentic materials in language learning
in her book "Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in
the Mainstream Classroom." In this book, Dr. Gibbons discusses the role of authentic materials in
contextualizing language and promoting impressive and potent language learning experiences for
learners, particularly those in mainstream classrooms [5; 96]. She highlights how authentic materials
help connect language use to real-world contexts and cultural practices, enhancing students' language
development and academic achievement.
Here are five strategies to improve writing competence via authentic materials:
1.
Analyzing authentic texts
.
One of the factors that help to boost writing is motivation, which
plays a pivotal role in learning process. Since improving writing competence is accounted as one
challenge, learners must encourage themselves to analyze and deconstruct authentic written texts such
as newspaper articles, blog posts or essays to comprehend how language is used in different contexts,
identify writing styles, structures and vocabulary. By examining how proficient natives express ideas,
students can learn sentence structures and stylistic elements that they can incorporate into their own
compositions. Analyzing authentic texts broadens students’ vocabulary by introducing them to new
words in context, improving lexical repertoire.
2.
Genre Study
.
Students should be exposed to various genres of writing through authentic
materials (e.g., formal letters, academic papers, advertisements) to familiarize them with different
280
text types and conventions. Provision of a guided writing tasks based on authentic materials wherein
students can respond to prompts or questions inspired by the content they have analyzed, allowing
them to apply what they have learned in a controlled setting.
3.
Incorporating multimedia
. Integration of multimedia elements such as videos, podcasts or
infographics as authentic writing prompts can inspire students’ creativity and critical thinking in their
written responses. Teachers must assign writing tasks where students respond to analyze authentic
materials they have read or seen, allowing them to engage critically with the content and practice
articulating their thoughts effectively.
4.
Cultural contextualization.
Connection between of writing competences’ and authentic
materials cannot be denied. Writing tasks should be linked to cultural aspects embedded in authentic
materials to help students develop a deeper understanding of the socio-cultural implications of
language use in different contexts. Incorporate authentic materials that reflect cultural themes,
practices, or perspectives to prompt students to explore cultural dimensions in their writing and
develop intercultural competence.
5.
Modeling writing styles.
In this type of strategy imitation plays a key role, as students have
to imitate the writing styles and structures they have observed in the provided real-life materials that
they have interacted with such blog posts or daily newspaper articles.
Analyzing above, using with authentic materials may have differentiated strategies that cover
various activities including imitation, pair works or incorporation with infographics and multimedia.
Alongside with potential benefits, there could pop up challenges referring to cultural awareness.
REFERENCES
1.
Aynazarovna A. B. Development of intercultural competence of students in learning
English //International Journal of Pedagogics. Т. 2. – №. 10. – 2022.С. 1-6.
2.
Diane Larsen-Freeman, Techniques and principles in language teaching, Second Edition
Oxford, 2000
3.
Dr. John H. Schumann, The neurobiology of learning: perspectives from second language
acquisition, 2004
4.
Claire Kramsch, Language and Culture Oxford university Press, 1998
5.
Pauline Gibbons, Scaffolding language, Scaffolding learning; Teaching second language
learners in the mainstream classroom,
6.
Xudoyberdiyev X., Tajieva A., Oringalieva A. DEVELOPING COLLABORATION IN
ENGLISH CLASSES //Студенческий вестник. – 2020. – №. 27-3. – С. 40-41.
7.
Suraganova A., Mamirbaeva D. ASSESSING PRAGMATIC COMPETENCE
//Академические исследования в современной науке. – 2023. – Т. 2. – №. 28. – С. 17-20.
THE
HISTORY
AND
DEVELOPMENT
OF
NEOLOGISMS
IN
THE
PROCESS
OF
LEARNING
ENGLISH
Adigamova Roza Kamilovna
English teacher at the private school of child development “Success”,
Orenburg, Russia
There are numerous factors that influence on this process one of which is neologisms. Language
is the sphere of human activity that first brings social, political and other changes in human life. Every
change, innovation, revolution is preceded by introduction of new words or phrases.
They can be borrowed from another language by some reasons, or can be existing words which
change their meaning, or words that creating through abbreviation, or they can be slang words. It is
difficult to follow the number of words in the English language, since neologisms – new words – are
coined every day. Also linguists have different opinions on such problem as how long the word is
neologism.
As a literary concept and term,
neologism
appeared in the early 18th century, at the time when
the neoclassical practices of the French Generation of 1660 began to consolidate, throughout Europe,
into a div of normative teaching. The idea that different domains of human experience should be
represented in literature by distinct literary styles entailed the notion that each of these styles should
