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speaking in front of the class. Moreover, pupils repeat the words in a fun context while playing which
helps learners improve memorization. Also, word games are beneficial to activate some parts of the
human brain which are associated with memory, critical thinking and language practicing. To
identify, word games requires actively remembering and repeating the words and this repetition
strengthens memory by making them easy to recall later. In addition, pupils have to think and analyze
quickly to play games which activates the functions of the brain.
Learning vocabulary through fun and stimulating activities can motivate learners to learn the
new words and keep practicing by making vocabulary learning process more enjoyable. In fact,
focusing on the activity during the game can be a reason for students to forget daily life pressure and
problems. Therefore, playing a game reduces stress and creates a relaxing and calm environment to
study. Despite the statements mentioned above, some people think that playing games during the
lessons is suitable for only children. I disagree with this statement because adult learners should also
be engaged in the activities while learning language. Precisely, adults also need motivation,
encouragement and courage to learn something new. It is important to sharpen the mind, activate the
brain and improve memory for adults to learn a language successfully. Accordingly, taking into
account all the advantages stated above, word games should be used not only for children but also for
secondary and high school students so as to enhance vocabulary learning.
In conclusion, word games transform vocabulary learning process into an enjoyable and
interactive experience for learners of all ages. They provide a useful workout for learners’ brain that
lead to improved memory. Interestingly, gamification has the power to spark learners’ curiosity and
provide an engaging approach that can motivate anyone to learn deeper. Additionally, playing with
words can be a relaxing experience that also boosts vocabulary, lowering stress and anxiety.
REFERENCES
1.
Murodova. E. Problems of teaching English and ways to solve them.// Chirchik State
Pedagogical University. Volume 1. Issue 8. 2023. p. 78-80.
2.
www.americanenglish.state.gov.Speedwords:vocabularygame.
3.
www.youtube.com./@Teacher-Val. Simple ESL Vocabulary game.
USING AUTHENTIC MATERIALS IN TEACHING PROCESS
Baydullayeva Biybipatima Xasan qizi,
2nd year student atNukus State Pedagogical Institute
The primary goal of this thesis is to evaluate the effectiveness of integrating authentic materials
into language teaching methodologies. Specifically, it aims to assess how authentic materials impact
learners’ linguistic proficiency, communicative competence, and cultural understanding.
Additionally, the research seeks to identify strategies for effectively selecting, adapting, and
implementing authentic materials in language classrooms. By addressing both the theoretical
framework and practical implications, this study aims to provide insights that can inform language
educators’ pedagogical practices and contribute to the enhancement of language teaching
methodologies. Ultimately, the thesis endeavors to promote more engaging, relevant, and effective
language learning experiences for students.
The topic of using authentic materials in the teaching process is highly relevant in the field of
education and language learning.[1;2] Authentic materials, such as real-life texts, videos, and audio
recordings, provide students with exposure to genuine language use and cultural context, enhancing
their language acquisition and cultural understanding.[2;4462] In the current globalized and
interconnected world, the ability to understand and communicate in authentic language is crucial.
Therefore, studying the effectiveness of integrating authentic materials in teaching can significantly
impact language education practices, pedagogy, and curriculum development, making it an important
focus area for research and thesis exploration.
This thesis employs a mixed-methods approach, combining qualitative and quantitative
research techniques to comprehensively investigate the utilization of authentic materials in the
teaching process. Initially, a thorough literature review establishes the theoretical framework and
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identifies key concepts and variables. Subsequently, qualitative methods such as interviews and
classroom observations are utilized to gather insights from language educators and students regarding
their experiences with authentic materials. Additionally, quantitative surveys are employed to collect
data on the perceived effectiveness and impact of authentic materials on language learning outcomes.
The integration of both qualitative and quantitative data enables a nuanced understanding of the
complexities surrounding this topic.
This section aims to critically analyze the findings presented in the previous chapter and to
provide insights into the implications of using authentic materials in the teaching process. This section
will explore the effectiveness, challenges, and future directions associated with integrating authentic
materials into language teaching.
The findings of this study corroborate previous research indicating that authentic materials can
enhance language learning outcomes.[3;97-118] Participants reported increased motivation,
engagement, and real-world applicability when exposed to authentic materials such as newspapers,
videos, and authentic texts. This aligns with theories of communicative language teaching, which
emphasize the importance of exposing learners to authentic language use contexts.
Furthermore, the qualitative data revealed that authentic materials facilitated cultural
understanding and promoted intercultural competence among learners. By engaging with materials
produced by native speakers, learners were able to gain insights into cultural nuances, idiomatic
expressions, and pragmatic conventions. This suggests that authentic materials not only enhance
linguistic proficiency but also contribute to the development of socio-cultural competence.[4;195-
204]
Despite the benefits associated with authentic materials, several challenges and limitations were
identified. One recurring theme was the difficulty of selecting and adapting authentic materials to suit
learners’ proficiency levels and learning objectives. While authentic materials offer richness and
authenticity, they may also pose linguistic and cognitive challenges for learners, particularly those at
lower proficiency levels.[5;40-50]
Another challenge highlighted by participants was the lack of accompanying support and
scaffolding when using authentic materials. Without appropriate guidance, learners may struggle to
comprehend complex texts or extract relevant information from authentic sources. This underscores
the importance of teacher mediation and instructional support in facilitating effective engagement
with authentic materials.
Additionally, logistical constraints such as access to authentic materials, copyright issues, and
technological barriers were mentioned as impediments to integrating authentic materials into the
teaching process. Addressing these challenges requires collaboration between educators, curriculum
developers, and technology providers to ensure equitable access to diverse and culturally relevant
authentic materials.[6;193-211]
Moving forward, there are several avenues for further research and pedagogical innovation in
the use of authentic materials in language teaching. Firstly, future studies could explore the
effectiveness of different types of authentic materials (e.g., multimedia, digital resources, authentic
texts) across various language proficiency levels and contexts. This could provide insights into best
practices for selecting and integrating authentic materials to meet the diverse needs of learners.
Moreover, research should investigate the role of teacher professional development in
enhancing educators’ capacity to effectively incorporate authentic materials into their teaching
practice. Providing teachers with training and resources to curate, adapt, and integrate authentic
materials can empower them to create meaningful learning experiences that promote language
proficiency and intercultural competence.
Furthermore, advances in technology offer opportunities for the development of digital
platforms and tools that facilitate the integration of authentic materials into language teaching. Mobile
applications, virtual reality simulations, and online repositories of authentic resources can provide
learners with immersive and interactive learning experiences, transcending the limitations of
traditional classroom settings.
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CONCLUSION:
In conclusion, this study has demonstrated the significant benefits of
integrating authentic materials into the language teaching process. Through qualitative analysis, it
was evident that authentic materials enhance learner motivation, engagement, and cultural
understanding. Despite challenges such as material selection and instructional support, the findings
underscore the importance of leveraging authentic materials to promote language proficiency and
intercultural competence. Moving forward, future research should focus on exploring innovative
approaches, leveraging technology, and supporting teacher professional development to maximize
the potential of authentic materials in language education. Overall, this study contributes to the
growing div of literature advocating for the integration of authentic materials to enrich language
teaching and learning experiences.
REFERENCES:
1.
Alexandra-Monica Toma “HOW TO GET REAL IN THE CLASSROOM: USING
AUTHENTIC MATERIALS IN LANGUAGE TEACHING” Edulearn 2022 Conference, (2022).
pp:2-6.
2.
Elena Kozhevnikova “Exposing Students to Authentic Materials as a Way to Increase
Students’ Language Proficiency and Cultural Awareness.” Procedia – Social and Behavioral Sciences,
Vol.116, (2014). pp:4462-4466.
3.
Alex Gilmore. “Authentic materials and authenticity in foreign language learning.”
Language Teaching, Vol.40, No.2, (2007). pp:97 – 118.
4.
Jana Bérešová “Authentic Materials – Enhancing Language Acquisition and Cultural
Awareness.” Procedia – Social and Behavioral Sciences, Vol.192, (2015). pp:195-204.
5.
Mark Treve. “Examining The Impact Of Using Authentic Materials On Esl/Efl Learners.”
International Journal of Empirical Research Methods, Vol.1, No.1, (2023). pp:40-50
6.
Jevera Cawilan Domogen. “Authenticity in Language Learning: A Study of Language
Materials in Public High Schools.” Jurnal Bahasa dan Sastra Vol.17, No.2, (2023). pp:193-211.
COMPONENTS AND STAGES OF WRITING SKILLS FORMATION IN A
FOREIGN LANGUAGE
Beibytkyzy Aizhan
2-year master’s student of English and German Languages Department,
Aidyn Aldaberdikyzy
, PhD, assistant-professor
NJSC “Astana IT University”, Astana, Kazakhstan
Writing is a special form of speech in which orally spoken content is fixed on paper by drawing
graphic symbols corresponding to that content.
Writing is one of the most complex skills formed in the learning process. The most important
element in learning to write is the formation of the ability to write figures, which includes the
formation of the ability to spell.
Foreign language education is one of the most important educational processes in our country.
Writing is considered the most important aspect of foreign language teaching. The utility of this work
lies in its creative approach to the study and teaching of writing. It includes a detailed review of ways
and means of teaching writing and improving writing skills.
Knowledge of a foreign language is assessed in four major language skills: speaking, writing,
reading, and listening. All of these skills complement each other and are of value.
Writing is a fairly serious task, requiring beautiful handwriting, correct spelling, proper
grammar, and valuable logical meaning. As such, it creates more difficulties than other language
skills. Therefore, it is more difficult than other language skills. In order to write properly, students
must master not only grammar, but also vocabulary and logical meaning. Students must master not
only grammar, but also vocabulary, syntax, and logic.
The writing process is an important concept in writing education, as well as an important
research concept in the field of composition research. The writing process is generally considered to
