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AUTHENTIC TEXT MATERIALS IN TEACHING FOREIGN LANGUAGE
Zubaydullayeva Zarina Erkinovna
Tashkent Academic Lyceum No.2 of the Ministry
of Internal Affairs of the Republic of Uzbekistan
https://doi.org/10.5281/zenodo.15826036
Annotation:
This article is to focus on the importance and the uses of
authentic materials in foreign language teacher training program and to come
up with some suggestions concerning the matter. As a result of the literature
review done, it was found out that using authentic materials in foreign
language teacher training program has an important role in their making use
of such materials in their future professional lives.
Key words:
Foreign language teaching, teacher training, constructivism,
authentic learning, authentic material
The formation of communicative competence is one of the central problems
of modern linguodidactics. Along with mastering the basic means of the
language, communicative competence includes the ability to work with
information: transforming it in accordance with its own idea for the subsequent
expression of a personal opinion to the accepted information when transmitting
it to the interlocutor. At the same time, one of the goals of mastering the main
educational program in a foreign language should be pointed out, namely, the
formation of an active personal position in the perception of the world, including
the development of national self-awareness through acquaintance with the main
features of the life of the country and the language being studied. First of all, it is
worth noting that achieving the goal of forming communicative competence in
foreign language lessons is impossible without observing a number of
fundamental principles. Among them, the principle of individualization, which
involves taking into account the individual characteristics, interests and needs of
students in learning all types of speech during lesson and extracurricular
learning activities; the principle of authentic situationality, that is, the
requirement to create a real communication; the principle of speech-cognitive
activity, manifested in the use of speech at the same time as a means and
purpose of learning, and in the speech nature of the exercises used, in the
presence of the communicative value of speech material (problematic). The
principle of functionality, expressed in the predominance of the function of the
speech unit over the linguistic form, and the principle of novelty, considered, on
the one hand, as the use of various forms and ways of organizing the learning
space, and on the other hand, as the development of new methods and ways of
organizing educational activities. The use of authentic materials may be one of
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the ways to build communicative competence in complying with these
principles; however, the concept of “authentic materials” in connection with the
novelty of considering this issue in modern linguodidactics has not yet acquired
a clear definition. First of all, it is worth considering the concept of authenticity.
Unfortunately, turning to the consideration of this concept leads to
terminological confusion. In modern, both domestic and foreign methodological
science, a clear definition of authenticity is not given, at the same time, the
terminological boundary between the concepts of “authentic”, “original” and
“genuine” is not traced. Due to this, we will try to define authenticity and find
out the relationship between this concept and its related ones. To begin the
consideration with the fact that in translation from Greek authentic means the
real, which corresponds with English - natural. According to the dictionary
definitions of the concepts “authentic”, “genuine”, “original” as properties of
authenticity, authenticity and originality in a broad sense fall into a number of
synonyms. So, for example, in the New Dictionary of the Russian Language
Efremova T.F.defines the concept of “authentic” as "Coming from the source,
corresponding to the originalauthentic". In this case, “genuine” means “being the
original; not copied”, but“ original” is presented as “characteristic of the original,
characteristic of it ”or“ not borrowed, not imitative, not translated, genuine ”[2].
It is obvious that in the framework of linguodidactic science, the concepts
“authenticity ” and “ authentic ” acquired a different connotation of value, which
allowed the methodologists to classify authenticity. In the works of foreign and
Russian methodologists, different classifications of authenticity are found. So, L.
Lier identifies three types of authenticity. Firstly, he emphasizes the authenticity
of the material, which is manifested in the use of adapted texts specially
processed for methodological purposes, while preserving their authentic
properties, such as the use of natural language, coherence, etc. Secondly,
pragmatic authenticity is highlighted. That is, the authenticity of the context and
the communicative goal, the authenticity of speech of interaction. Thirdly, L. Lier
speaks of the existence of personal authenticity, which means the subject clearly
understands the causes and goals of performing communicative actions.
Anticipation of the result of these actions, the subsequent correction of language
behavior depending on the specific communication atmosphere. Compared with
L. Lier, M. Brin distinguishes not 3, but 4 types of authenticity: the authenticity of
the texts used in the learning process; the authenticity of the perception of these
texts; the authenticity of training tasks, as well as the authenticity of the social
situation in the lesson.
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