Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The types of audiovisual authentic materials and their
usage in EFL classrooms
Dildora UNGBOEVA
1
, Jamila DJUMABAEVA
2
Denau Institute of Entrepreneurship and Pedagogy
Nаtiоnаl University of Uzbekistаn nаmed аfter Mirzо Ulugbek
ARTICLE INFO
ABSTRACT
Article history:
Received January 2023
Received in revised form
10 January 2023
Accepted 25 February 2023
Available online
15 March 2023
This article discusses the types of audiovisual authentic
materials and using them in teaching English. The popularity of
English around the world is increasing, including in Uzbekistan.
As a result, the demand for learning this language is on the
ascendant as a means of communication. Unfortunately, there is
a lack of information about teaching pupils with the help of
audiovisual aids in our education system. Developing the usage
of authentic materials in the class can be an effective way to
motivate pupil
s and it encourages pupils’ interaction during
English classes. Audiovisual authentic materials are considered
useful tools in teaching English in EFL countries. For this
reason, foreign language teachers should pay more attention to
authentic materials in their teaching process in order to
improve pupils’ communicative competence. Besides that, by
establishing teaching English in the EFL classrooms, the types
and examples of audiovisual authentic material also evolved
due to the teachers’ teaching style an
d capability. This paper
emphasizes the forms of audiovisual authentic materials and
how they assist teachers in their teaching process. Also this
paper gives some perceptions and hints both to the teachers
and learners of English on how to improve their teaching and
learning skills by using audiovisual authentic materials in the
English classroom.
2181-3663
/©
2023 in Science LLC.
https://doi.org/10.47689/2181-3701-vol1-iss2-pp31-37
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
authentic materials,
audiovisual,
communicative competence,
EFL classrooms,
skills,
teachers.
1
Master degree student, Foreign Language and Literature Faculty, Denov Institute of Entrepreneurship and
Pedagogy. E-mail: dildoraungbayeva@gmail.com
2
Prоfessоr, Dоctоr оf Sciences in Philоlоgy, Nаtiоnаl University of Uzbekistаn nаmed аfter Mirzо Ulugbek
.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
32
Audio-vizual autentik materiallar turlari va ularning ingliz
tili chet tili sifatida o
‘
qitiladigan sinflarda qo
‘
llanilishi
ANNOTATSIYA
Kalit so‘zlar
:
haqiqiy materiallar,
audiovizual,
kommunikativ
kompetentsiya,
ko‘nikmalar,
o‘qituvchilar
Ushbu maqolada audiovizual autentik materiallar turlari va
ulardan ingliz tilini o‘qitishda foydalanish ko‘rib chiqiladi. Ingliz tili
butun dunyoda,
jumladan, O‘zbekistonda ham ommalashib
ortib
bormoqda. Natijada bu tilni aloqa vositasi sifatida o‘rganishga
bo‘gan talab yuksalmoqda. Afsuski, ta’lim tizimimizda
o‘quvchilarni audiovizual vositalar yordamida o‘qitish borasida
yetarlicha ma’lumotlar yo‘q.
Sinfda asl ingliz materiallardan
foydalanishni rivojlantirish o‘quvchilarni rag‘batlantirishning
samarali usuli bo‘lishi mumkin va ushbu holat ingliz tili darslarida
o‘quvchilarning o‘zaro munosabatini rag‘batlantirishda yordam
beradi. Audiovizual autentik materiallar ingliz mamlakatlarida
tilni o‘rgatishda foydali vosita sifatida qaraladi. Shu sababli chet tili
o‘qituvchilari o‘quvchilarning kommunikativ kompetensiyasini
oshirish uchun o‘qitish jarayonida haqiqiy materiallarga ko‘proq
e’tibor berishlari ke
rak. Bundan tashqari, sinflarda ingliz tilini
o‘qitishni yo‘lga qo‘yish orqali o‘qituvchilarning o‘qitish uslubi va
imkoniyatlaridan kelib chiqqan holda audiovizual autentik
materiallarning turlari va namunalari ham rivojlanmoqda. Ushbu
maqola audiovizual autentik materiallarning shakllari va ularning
o‘qituvchilarga o‘qitish jarayonida qanday yordam berishiga urg‘u
beradi. Shuningdek, ushbu maqolada ingliz tili o‘qituvchilari va
o‘quvchilariga ingliz tili sinfida audiovizual autentistik
materiallardan foyd
alangan holda o‘qitish va o‘rganish
ko‘nikmalarini qanday yaxshilash bo‘yicha ba’zi tushunchalar va
maslahatlar berilgan.
Типы аудиовизуальных аутентичных материалов и их
использование в классах с обучением на английском
языке
АННОТАЦИЯ
Ключевые слова:
аутентичные материалы,
аудиовизуальные
средства,
коммуникативная
компетентность,
классы английского
языка,
навыки,
учителя.
В
данной
статье
рассматриваются
виды
аудиовизуальных
аутентичных
материалов
и
их
использование
при
обучении
английского
языка.
Возрастает популярность английского языка во всем мире,
в том числе и в Узбекистане. В результате возрастает спрос
на изучение этого языка как средства общения. К
сожалению, в нашей системе образования недостаточно
информации об обучении школьников с помощью
аудиовизуальных
средств.
Развитие
использования
аутентичных
материалов
в
классе
может
быть
эффективным способом мотивации учеников и поощрения
взаимодействия учеников во время занятий английского
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
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2 (2023) / ISSN 2181-3701
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языка.
Аудиовизуальные
аутентичные
материалы
считаются
полезным
инструментом
в
обучении
английского языка в зарубежных странах. По этой причине
учителя иностранного языка должны уделять больше
внимания аутентичным материалам в своем учебном
процессе,
чтобы
повысить
коммуникативную
компетентность учащихся. Кроме того, благодаря
установлению преподавания английского языка в
зарубежных классах типы и примеры аудиовизуального
аутентичного материала также развиваются благодаря
стилю преподавания и способностям учителей. В этой
статье
основное
внимание
уделяется
формам
аудиовизуальных аутентичных материалов и тому, как они
помогают учителям в учебном процессе. Также в этой
статье даются некоторые представления и подсказки как
учителям, так и изучающим английский язык, как
улучшить свои навыки преподавания и обучения,
используя аутентичные аудиовизуальные материалы на
уроках английского языка.
INTRODUCTION
Due to technological advances, the twenty-first century has witnessed tremendous
changes in all spheres of life. As a result, there have been a variety of innovations in the
field of education and English has no exception. During this process, the teachers of
English have been using several teaching materials in order to satisfy the needs and
interests of the learners.
In the improvement of the standards of the pupils’ skills,
audiovisual authentic materials play a vital role. According to Peacock (1997), “Authentic
materials are more motivating for students, even lower level students, than artificial
materials”. Furthermore, Briton (1991 cited Qura, 2001) states, “Authentic materials
relate more closely to learners’ need, for they build a connection between the language
classroom and the out
side the world”
.
As we know, there is a gap between the language taught in the classroom and the
language usage in the real life. By spreading the communicative approach, it is suggested
that teaching English in the classrooms should reflect how native speakers use it. Therefore,
audiovisual authentic materials become popular among foreign language teachers.
In this paper, we will give some examples of audiovisual authentic materials and
their definitions to them. We are also going to explore the notion of audiovisual authentic
materials and non-authentic materials in teaching English as a Foreign Language (EFL) in
Uzbekistan and then we will partly discuss it. Then we try to analyze the advantages and
disadvantages of audiovisual authentic materials by giving some examples. Finally, we
will conclude by outlining several recommendations and solutions for delivering
audiovisual authentic materials in teaching English.
MATERIALS AND METHODS
In order to investigate this task
theoretical method and qualitative method
has been
used. A survey questionnaire was distributed by online survey to 5 English teachers in
order find out Uzbek English teachers’ attitude to the use of authentic materials within
their English lessons. This kind of method was efficient way of collecting real usage of
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
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authentic materials in Uzbekistan. Theoretically the study will explore the English
teachers’ attitude toward the use of audiovisual authentic materials in teaching English.
There are many discussions on the definition of authentic material in teaching EFL
classrooms. This chapter will give short definitions from the point of the scholars. In fact,
we can infer that all definitions explained by scholars are associated with each other. For
example, according to Herrington & Oliver (2000) th
e term “authentic materials”
is directly related to the student’s real life and prepares them to face and deal with real
-
world situations. Stubbs (1996) also defines authentic texts as “actual, attested, and such
that they have real authentic instances of
use”. In other words, Nunan (1989, as cited
Adams,1995) states that authentic materials are not always produced for the purpose of
language teaching.
Usefulness of audiovisual authentic materials has been significantly increasing
especially in non-native countries such as Uzbekistan. Empirical studies showed the
positive effects of authentic materials in teaching a foreign language. For example, some
scholars show that using authentic materials leads to oral language development (Bacon
& Finneman, 1990; Bacon, 2005;). Moreover, some other studies have confirmed that
using authentic materials has a great influence on reading comprehension by presenting
new words and expressions to students (Bacon & Finneman, 1990; Berardo, 2006;).
The types of authentic materials.
Selecting teaching materials are very
important part of teaching and learning a foreign language. In our modern world,
recourses for teaching materials are available for everydiv. The Internet is a key
element for finding authentic and audiovisual materials. According to Gebhard (2006)
authentic materials include anything that is used to communicate. He suggested that
authentic materials can be classified into three categories:
1.
Authentic listening/viewing materials.
It includes silent films; TV commercials,
quiz shows, dramas, movies, and soap operas; professionally audiotaped novels and
stories; pop, rock, country, and children’s songs; home videos; professionally videotaped,
travel logs, documentaries, and sales pitches.
2.
Authentic printed materials.
It includes newspaper articles, cartoons,
advertisements, movie advertisements, sports reports, weather reports, TV guides,
tourist information and etc.
3.
Realia used in EFL/ESL classrooms.
It includes photographs, works of art, signs
with symbols, postcards, picture books and etc.
As seen above, although there are a lot of types of authentic materials, they must
be paid attention to their choice and use. For example, for listening comprehension
activities authentic materials can be used in foreign language classes (Karaduman, 1990).
However, materials used in one classroom may not work to realize another goal. In order
to enhance students’ four skills, sometimes auditory, sometimes visual, or tactile
authentic materials can be used in class using active teaching techniques taking the aims
of the lesson into consideration. If the teacher selects the appropriate type of authentic
materials, students may reap a lot of advantages from it.
The advantages of authentic materials.
The importance of authentic materials in
teaching English is that students are benefited from exposure to real context. By using
authentic materials, students can feel directly how the language they learn is employed in
a real situation. Moreover, it makes them closer to the target language as they use items
that exist in the real world, in their classroom. Also, real-life materials are regarded
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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effective to motivate learners in learning English. According to Oura (2001), triggering
learners’ willingness and interest is a still challengin
g task for teachers. Oura suggests
that authentic material is one of the elements which determine learners’ motivation.
That’s why scholars found that authentic materials effectively improve learners’
willingness in learning English. Besides that, authenti
c materials can improve learners’
communicative competence. It indicates that using such kind of materials in the
classroom give better impact on the literacy of adult learners. Scholars like Rogers and
Medley (1988) further add that authentic materials are resourceful materials to learn the
culture of the target language. They contain cultural information which may benefit the
learners to enhance their awareness of the culture. Through materials such as TV shows
or newspapers, students can learn the culture or the habit of the people in the target
language which can satisfy their curiosity. Finally, not only students but also teachers can
also feel the advantage of authentic materials. Such kind of materials is considered
valuable to help teachers design the curriculum and organize classroom activities based
on learners’ interest and needs. Lee (2010) suggests that teachers’ awareness of the use
of authentic materials can be one of the key points to insert during teachers’ professional
development training.
The disadvantages of authentic materials.
Besides many benefits, scholars
believe that authentic materials also result in several disadvantages. According to
Richards (2006), authentic materials often contain difficult language, unneeded
vocabulary items, and complex language structure, which can often create problems.
Sometimes the vocabulary may not be relevant to the learners’ needs and too many
structures can create difficulty. Secondly, Martinez (2002) as cited in Al-Azri and
Al-Rashdi (2014) notes that authentic materials might be culturally biased. It is because
most EFL learners have a different cultural background than the target language. This
may lead to confusion and misunderstanding since the learners are not fully aware of the
cultural differences.
Selecting authentic materials.
According to McGrath (2002), there are eight
criteria to be considered when choosing appropriate authentic materials. These are (1)
Relevance to the course book and learners’ needs, (2)
Topic interest, (3) Cultural fitness,
(4) Logistical consideration, (5) Cognitive demands, (6) Linguistic demands, (7) Quality
and (8) Exploitability. Berardo (2006) states that two more important criteria must also
be taken into account by teachers when selecting authentic materials, which are: variety
and presentation. Using different types of texts helps to make the reading task more
interesting. Also, presenting the materials in an authentic context is a key element to
attract learners’ attention and interest. That m
eans using colorful handouts, pictures, and
diagrams.
For the effectiveness of authentic materials, they should not be chosen randomly.
There must be an aim in using them and the chosen material should meet the objectives
of the lesson. Similarly, for the learners to enjoy dealing with authentic materials, it
should be paid attention to whether they are appropriate to the learner’s age, language
level, interests, needs, expectations, and goals. Briefly, materials should not be used only
for the reason that
is real, but also the students’ level and interest must be considered.
Spelleri (2002) states that the level of the language complexity must be just slightly
beyond the learners’ current ability. If they are too complex for the learners, rather than
incre
asing motivation, awareness, curiosity to learn, they can work other way. That’s
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why, it can be said that a teacher should be aware of different kinds of authentic
materials, what these materials can offer and how he or she can make use of them in the
best
way to develop students’ foreign language skills.
Guareinto and Morley (2001) claim that authentic materials can be used at the
post-intermediate level, but at lower levels, they lead to de-motivation, confusion and
frustration. However, according to the findings of the survey conducted by Klickaya
(2004), learners enjoy handling authentic materials as they enable them to interact with
the language used in real life, but they need to be provided with pedagogical support
when dealing with these materials. The authentic materials should be up-to-date.
If so, learners may have a chance to transfer their existing knowledge from their mother
tongue to the foreign language being learned when dealing with various materials in the
foreign language. In that way, the material will be more meaningful and easier to
understand rather than just being a means for achieving school success.
When authentic materials are used taking the above-mentioned rules into
consideration, they will be beneficial for students at all levels. One of the important
points in creating an authentic learning environment is the teachers’ ability to use
authentic materials in a way that the students may benefit from them. Thus, in teacher
training programs it is important to give attention to providing prospective teachers with
sufficient information about when and how to use authentic materials.
CONCLUSION
One way of making foreign language teaching effective is to create an authentic
learning environment. Authentic learning environments have the students experience to
real events or situations. In these environments, students interact with authentic
materials and get the chance to comprehend the learned foreign language better and to
use it in real life.
In foreign language teaching a variety of authentic materials can be used. The
materials which can be obtained from various recourses can attract students’ attention and
increase their motivation towards learning a foreign language. As these materials connect
students to the social world and enable them to put their theoretical knowledge into
practice, they open a way for positive transfer of learning. So, authentic materials can
increase the quality of foreign language teaching. However, this kind of material should be
chosen and used taking the instructional objectives and student characteristics into account.
The competency level of foreign language teachers in using authentic materials is
dependent in the education they have taken. For this reason, in foreign language teacher
training programs, learning environment in which authentic materials are used must be
organized. It is important that teacher educators show the model behaviors to the
prospective teachers in this process. Prospective teachers must be given the opportunities
to choose materials and experience this learning style in various learning conditions. In
conclusion, it is vital that in our modern world, new teaching methods and materials play a
significant role in improvement of the educational process and EFL classrooms.
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и лингводидактика
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Foreign Linguistics and Linguodidactics
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