GAYBULLA SALOMOV AND UZBEK SCHOOL OF TRANSLATION 13 dekabr
THE MAIN FACTORS MAKE EFFECTIVE EFL LEARNING
MATERIALS AND THEIR TRANSLATED VERSIONS COMFORTABLE
FOR LANGUAGE LEARNERS
https://doi.org/10.5281/zenodo.7482082
Akramova Aziza Sediyor kizi
1st year Master’s Degree student
National University of Uzbekistan
Phd, Associate Professor
Sotlikova Rima Olimjonovna
National University of Uzbekistan
Annotation:
The thesis discusses the importance of making learning materials
comfortable for language learners. Taking into account students ’ needs and
adapting teaching materials to their level are main factors of establishing effective
learning process.
Key words:
language acquisition, relaxed, anxiety, supportive,
inclusiveness, voice.
Research has shown the results of different forms of anxiety on acquisition: the
less anxious the learner, the better language acquisition proceeds. Also, relaxed and
comfortable students can learn effectively more in shorter periods of time (Dulay,
Burt and Krashen 1982).
Although it is obvious that pressure can motivate and stimulate some types of
language learners, but most language learners acquire effectively from feeling at ease
and that they lose desire for language learning when they feel anxious,
uncomfortable or tense (see, for example, Oxford 1999).
Some materials developers argue that it is the obligatory task of the teacher to
help the learners to feel comfort and that the materials themselves can do very little
to help. but a teaching process shows quite different evidence that materials
622
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can help learners to feel at ease in a number of ways. For instance, most learners feel
more comfortable with written materials with lots of white space and colorful
pictures, shapes related to a current context than they do with materials in which lots
of various activities are crammed together on the same page. Moreover, language
learners are more at ease with texts and illustrations that they find any closeness to
thir own culture than they are with those which seem to them to be culturally alien;
“Students are more relaxed with materials which are obviously trying to help them
to learn than they are with materials which are always testing them. Feeling at ease
can also be achieved throu gh a ‘voice’ which is relaxed and supportive, through
content and activities which encourage the personal participation of the learners,
through materials which relate the world of the book to the world of the learner and
through the absence of activities which could threaten self-esteem and cause
humiliation (Brian Tomlinson, 2011). Some material developers additionally claim
that the most essential (and possibly least researched) factor is that of the ‘voice’ of
the materials. Conventionally, language - learning materials are de-voiced and
anonymous. They are usually written in a semiformal style and show very little about
the personality, interests and experiences of the writer. They recommend to materials
writers do is to chat to the learners casually in the same way that good teachers do
and to try to achieve personal contact with them by revealing their own preferences,
interests and opinions. and try to achieve a personal voice (Beck, McKeown and
Worthy 1995) by ensuring that what they say to the learners contains such features
of morality; informal discourse features (e.g. contracted forms, informal lexis); the
active rather than the passive voice; concreteness (e.g. examples, anecdotes);
inclusiveness (e.g. not signalling intellectual, linguistic or cultural superiority over
the learners).
Nowadays, uzbek students are offerd several English grammar books which
translated into Uzbek. according to the factors discussed above these translated
versions of English grammar books have several advantages. Firstly, these books are
primary handful material for the learners who is putting their very first step to acquire
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language and desire to learn its grammar. Secondly, beginners who prefer doing self
study can find them easy to understand without an instructor. Main disadvantage of
these types of books is possible existance of errors and mistakes in explanation and
translation. However, EFL teachers may use translated grammar book
simultaneously with original ones on the basis of comparison.
THE LIST OF USED LITERATURE:
1.
Brian Tomlinson, “Materials Development in Language Teaching”, Cambridge
University Press, 2011
2.
Heidi Dulay, Marina Burt and Staphen Krashen, “Language Two”, Oxford
University Press Espana, S.A. January 1, 1982
3.
Beck, Isabel L., Margaret G. McKeown, and Jo Worthy. “Giving a Text Voice
Can Improve Students’ Understanding”, Reading Research Quarterly, 1995
4.
Махмудова, М. А., and Ш. М. Султанова. "САКРАЛЬНОЕ КАК
КОМПОНЕНТ
УСТОЙЧИВЫХ
ВЫРАЖЕНИЙ." ОБРАЗОВАНИЕ
НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 19.6 (2023): 132-142.
5.
Sultonova, Shoxista, and Muslimaxon Otaboyeva. "BILINGV BOLALAR
NUTQIDAGI
AGRAMMATIZMLARNING
PSIXOLINGVISTIK
ASOSLARI." Scientific journal of the Fergana State University 6 (2023): 88-88.
