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LEARNERS.
QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES
,
1
(1),
737-741.
TYPES OF AUTHENTIC RESOURCES APPROPRIATE FOR TEACHING
READING
D.L.Raiymbekova- Master of Foreign Languages
M.KH. Dulaty Taraz Regional University, Taraz
Teaching materials are the resources that a teacher uses to provide teaching to students.
Teaching materials are an important component of most language programs. It aids and enhances the
process of teaching and learning. Whether teacher utilizes a textbook, institutionally produced
materials, or his or her own materials, the majority of the language input learners receive and the
language practice that occurs in the classroom is based on the instructor’s resources.
It is crucial to use real materials in the classroom. This is due to the fact that real resources have
an impact on both teachers and students. Authentic resources are used in the classroom for a number
of reasons [4; 253]: They serve four purposes:
1) to suit the demands of learners;
2) to expose students to genuine language;
3) to provide information about the culture of the target language; and
4) to encourage a more innovative method of instruction.
Numerous studies have also previously established the value of using real content while
teaching English. According to some research, using authentic materials in English lessons can help
students write better, increase their vocabulary in listening comprehension, and improve their writing
skills. The study's findings demonstrate that real content might be an effective medium for enhancing
language proficiency. Whether or not the authentic material in writing and listening skills is
appropriate and effective can be thoroughly examined by the researchers. It would be ideal if further
studies in the same field with varying linguistic proficiency were conducted. In the meantime,
combining real content with a variety of media also has a beneficial effect on the growth of language
acquisition. It has been demonstrated that using auditory authentic content in listening lessons is a
successful teaching strategy. According to other researchers can inspire and generate value in
language acquisition. These materials are designed to help students become better listeners.
Researchers can verify some real content, like CALL tools like Zaption, EDpuzzle, and videonot.es,
that can help students become better writers and listeners.
The term "authentic material" refers to texts that are "real-life texts, not written for pedagogical
purposes" [6; 61]. Tomlinson supports this definition by stating that "authentic text is texts not written
especially for language teaching" [5; 6]. Authentic material also refers to the use of texts, images,
videos, and other resources that are not prepared for pedagogical purposes [30; p.252]. On other
occasions, Tomlinson defines an authentic text as "one which is produced in order to communicate
rather than to teach" [5; 19]. According to Peacock in Berardo “Authentic material is materials that
have been produced to fulfill some social purpose in the language community [3; 61]”. This statement
is consistent with the other one. According to the second expert, an authentic task is one in which the
learners communicate with one another in order to accomplish a goal rather than just to practice the
language [5;19]. We can conclude that authentic content is informational and user-focused content
that is not created with teaching or learning objectives in mind.
Kind of Authentic Material
Material such as picture books, newspapers, magazines, short videos, songs, and stories can all
be considered authentic. To make it easy for him to use the right material when instructing, the
instructor must classify those resources. Three criteria can be used to group authentic content:
1) Authentic audio-visual materials: these include things like TV ads, quiz shows, cartoons,
news segments, comedies, movies, operas, short videos, music videos, documentaries, and sales
pitches where students can see images and hear audio.
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2) Authentic visual materials: these include PowerPoint slides, pictures, paintings, drawings by
kids, stick figures, wordless street signs, silhouettes, ink bolts, postcards, wordless picture books,
stamps, and X-rays. The students can see and enjoy these materials because they are largely picture-
and word-based.
3) Real printed materials: anything printed on paper, including newspapers, movie posters, song
lyrics, menus, food packaging, pamphlets for tourists, university catalogs, telephone books, maps,
electronic guidance book, comic, storybooks, greeting cards, supermarket coupons, pins featuring
massages, and bus schedules.
Receptive and productive skills are the two primary language abilities. Receptive skills, such
as reading and listening comprehension, are the abilities to infer meaning from the speech that
students hear and see [2; 199]. Conversely, human-produced language, such as speaking and writing
abilities, is referred to as productive capabilities [2; 250]. Students need to acquire receptive skills
before they can develop productive skills since they cannot produce a skill without first acquiring a
receptive skill. Before listening to certain words or writing before reading certain texts, the pupil is
unable to talk. It implies that reading is a crucial receptive skill. Reading can be divided into several
categories in addition to literal and in-depth reading. According to Brown, reading can be divided
into four categories: perspective, selective, literal, and extended reading [1; 189–190]. These
categories are explained as follows:
1) Tasks involving perceptive reading require paying attention to the elements of longer
discourse segments, such as words, letters, punctuation, and other graphemic symbols included in the
text. In this category, processing from the bottom up is assumed. A teacher can create assessments
for perspective reading that include written responses, multiple-choice questions, picture-cued
objects, and reading aloud.
2) Selective reading: most of the items in this category are products of various evaluation styles.
Some common tasks are used to measure a person's reading recognition of lexical, grammatical, or
discourse elements of language within a brief language segment, such as matching, picture-cued
tasks, multiple-choice, true/false, etc. By using simple charts and graphs, short paragraphs, and
sentences, the teacher may engage the kids. Students' succinct answers are required to gauge their
comprehension. It is possible to combine top-down and bottom-up processing in this area.
The teacher can also administer assessments during selective reading, including as fill-in-the-
blank, matching, editing, and picture-cued tasks, as well as multiple-choice questions pertaining to
the vocabulary and linguistic future of the book.
3) Interactive reading: this kind involves negotiating the text's meaning in relation to the reader's
comprehension of it; the result of this interaction is called in-take. Anecdotes, brief stories and
descriptions, passages from longer texts, memoranda, announcements, instructions, recipes, and
similar texts are among the genres that work well for interactive reading. Finding pertinent aspects
(lexical, symbolic, grammatical, and conversational) is the main goal of an interactive activity. Top-
down processing is common for tasks of this reading type, however bottom-up performance can be
required in some situations. Using cloze exercises, spontaneous reading comprehension questions,
short-answer tasks, editing, scanning, sorting tasks, and information transfer, the teacher might extend
an invitation to the class.
4) Extensive reading, which includes reading books, articles, essays, technical reports, short
stories, and other informal reading materials. Usually, the reading assignment is completed outside
of class time. For the majority of large activities in this kind, top-down processing is anticipated.
Assessing students by having them skim assignments, summarize and react, as well as take notes and
create an outline, can be a big deal for the teacher.
In conclusion, three categories of authentic material exist: printed material, authentic audio-
visual materials, and authentic visual materials. In real terms, this study showed that teachers employ
a variety of real materials, including music videos, animated cartoons with subtitles, PowerPoint
presentations, images, vocabulary storybooks, and online texts. Texts from storybooks and the
internet are printed. These are audio-visual videos. Images and Power Point presentations are
considered visual materials. We can say that authentic teaching tools like projectors and flash cards
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can increase students' motivation and interest in reading. Additionally, real literature exist that can be
used to expose students to real-world scenarios.
REFERENCES
1. Brown, H.D. 2001.
Teaching by Principles: An Interactive Approach toLanguage Pedagogy
.
San Francisco State University., H.D. 2004.
Language Assesment: Principles and Classroom
practices
. New York: Longman.
2. Harmer, J. (2007).
How to Teach English
. Essex, UK: Pearson-Longman.
3. Peacock, M. 1997.
The Effect of Authentic Materials on the Motivation of EFL Learners.
ELT Journal Volume 51/2. Page. pp.144-154.
4. Richards, J C. (2001).
Curriculum Development in Language Teaching.
Cambridge:
Cambridge University Press.
5. Tomlinson. (2003).
Developing Materials for Language Teaching
. London: Continuum.
6. Wallace, C.
Reading Oxford
, O.U.P. (1992)
WORD-LEARNING STRATEGIES IN VOCABULARY TEACHING
Rajapova Guldana 4th year student
NSPI, English language and literature
Dauletmuratova Kh. Scientific advisor
NSPI, English language and literature
Intentional vocabulary teaching aims to equip students with the knowledge, skills, and
strategies necessary to expand their vocabulary, enhance their language proficiency, and become
effective communicators in diverse contexts. So far, researchers have come up with a number of
definitions for intentional vocabulary learning. It has been defined by some researchers, as Hulstijn,
as a way of learning where the learner is informed and knows what he or she is going to learn [3:349-
381]. Putting it another way, the tasks are completed based on the target vocabulary. This thesis shed
light on the significance of intentional vocabulary teaching and the effectiveness of various word-
learning strategies in enhancing vocabulary acquisition among language learners.
The deliberate instruction of vocabulary via word-learning techniques is essential for language
learning and understanding. Scholars have emphasised the value of practice and active involvement
while highlighting the efficacy of formal instruction in vocabulary development. To improve
vocabulary learning, a number of techniques have been put forth, including morphological analysis,
context hints, and semantic mapping. By implementing these techniques into instruction, new words
are retained and understood more deeply. In the end, deliberate vocabulary instruction gives students
the tools they need to communicate more fluently and navigate language-rich contexts [1:93].
Laufer and Rozovski-Roitblat stated that the use of mixed-approach methodology,
incorporating qualitative and quantitative data collection techniques highlight intentional of
vocabulary teaching and learning. Initially, questionnaires will be sent to educators and learners in
order to collect data on the methods currently employed in vocabulary instruction as well as word-
learning techniques [4;104-129]. Subsequently, interviews and classroom observations will be carried
out to offer comprehensive perspectives on the application of these tactics and their influence on the
academic achievements of students. Finally, in order to evaluate the impact of deliberate vocabulary
instruction and word-learning techniques on students' vocabulary acquisition and retention, pre- and
post-tests will be given. According to Ernazarova and Dauletmuratova vocabulary learning process
should be a helpful assistant for students that learning new words can be challenging, but it can also
be fun and rewarding [3:511-513].
Word-learning strategies are techniques or approaches that individuals use to acquire, retain,
and apply new vocabulary effectively. Here are several strategies commonly employed in word
learning:
- Context clues: Using context clues involves inferring the meaning of a word based on the
surrounding text. Readers can look for clues such as synonyms, antonyms, definitions, examples, or
explanations provided in the context to deduce the meaning of unfamiliar words.
