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TEACHING VOCABULARY TO THE 8
TH
GRADERS USING AUTHENTIC
MATERIAL SOURCE
Rahmatullayeva Sarvinoz Sohib qizi student of
Uzbek State World Languages University scientific
advisor: Kattabaeva D.K.
Abstract:
This article mainly focuses on the topic teaching vocabulary in a foreign
language to learners on the basis of authenticity. Teaching vocabulary is an essential part
in teaching language as a whole. Moreover, the article dwells on the application of
authentic materials in the process of teaching vocabulary.
Key words:
teaching, vocabulary, point, communicate, difficulties, develop, motivate
Teaching vocabulary is an essential part of teaching language. In this article,
teaching vocabulary could be defined not only as a piece of communication, i.e.
commands, notes, letters etc, but language learners practice in classes of English as steps
of different levels leading to improvement of communicative skill with the help of
authentic materials which are used in teaching vocabulary.
Vocabulary can be defined as “the words we must know to communicate
effectively: words in speaking (expressive vocabulary) and words in listening (receptive
vocabulary)”. Vocabulary has long been an important topic in middle grades education,
but today it could be considered a hot topic.
Learning vocabulary is fundamentally about learning definition of words. Many
teachers believe that defining words before reading a text is an effective instructional
technique to support vocabulary growth and enhance reading comprehension; learning
vocabulary is more complex than simply memorizing definitions of words; rather, it
involves seeing, hearing, and using words in meaningful contexts. Strategies that focus
on word recognition and word use in meaningful contexts are most likely to positively
affect vocabulary growth.
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Authentic materials are print, video, and audio materials students encounter in
their daily lives, such as change-of-address forms, job applications, menus, voice mail
messages, radio programs, and videos. Authentic materials are not created specifically
to be used in the classroom, but they make excellent learning tools for language learners
precisely because they are authentic. The definitions of authentic materials are a bit more
different in literature written by different researchers of language. Adams defines
authentic materials as “appropriate” and “quality” in terms of goals, objectives, learner
needs and interest and “natural” in terms of real life and meaningful communication.
Lee explains authentic texts as “materials which are designed for native speakers; they
are real texts; designed not for language students, but for the speakers of the language”.
Jordan refers to authentic texts as “texts that are not written for language teaching
purposes”.
In the last years teaching vocabulary and using new methods, authentic materials
in teaching vocabulary became even more important in schools, college and lyceums.
However, early beginnings of learning to write are very important, because there we can
search for origin of language learners’ attitudes towards vocabulary learning, their
motivation and using new words in communication. Teachers should change their
methods and approaches because of the new teaching curriculum and the text books have
developed according to this new need, too. In the theoretical part we would like to
describe teaching vocabulary with the help of authenticity from different points of view.
We will explain the difficulties while learning to write either for fun or for a purpose.
An important aspect must be considered, we will classify various vocabulary exercises
that appear in our textbooks and other authentic sources.
The sources of authentic materials that can be used in the classroom are endless
for developing communicative skill while using new vocabulary, but the most common
are newspapers, magazines, journals, TV programs, movies, songs and literature. They
can be used in order to communicate with others in different situations. One of the most
useful is the Internet. Whereas newspapers and any other printed material date very
quickly, the Internet is continuously updated, more visually stimulating as well as being
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interactive, therefore promoting a more active approach to reading rather than a passive
one.
While teaching vocabulary, authentic materials play an important role among the
learners. Lee mentions the use of postcard as authentic material: students are given a
model postcard to study and after that they are asked to imagine a situation in which they
have to write a post-card to be sent to an English-speaking friend describing a holiday.
This activity is like parallel activity where school learners stick to a model what has been
given by the teacher. After finishing the task school learners can show their cards to the
others or teacher could correct them later.
Using authentic materials in teaching vocabulary can be motivating for the school
learners, as it adds a real-life element to the language learner’s learning experience.
Authentic materials are significant, since they increase language learners’ motivation for
learning, makes the learner be exposed to the “real” language. Surely, we should bear in
mind the task, not the material. This means that, for example, instead of asking a
beginner to read a full-page article that is over their heads, we should ask them to read
the headline and predict what the article will be about.
Authentic materials bridge the gap between classroom language use and real life
language use by bringing familiar linguistic situations and materials right into the
classroom. When teachers use authentic materials in teaching vocabulary, they are in
fact helping 8
th
grade learners to make a comfortable transition into the L2 culture.
References
1.
Adams, T. “What Makes Materials Authentic?”- Cambridge University
Press.2013.
2.
Bacon, S., and Finneman, M. A “Study of attitudes, motives, and strategies of
university foreign language students and their disposition to authentic oral and
written input”-, Modern Language Journal, 2016
3.
Lee, W., Authenticity revisited text authenticity and learner authenticity”-. ELT
Journal, 49 (4).2015
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4.
Юнусов, Анваржон Шухратович, and Мадина Хабибуллаевна Далиева.
"Паремиологическая картина мира и пословичные концепты." NovaInfo.
Ru 122 (2021): 72-73.
5.
Dalieva, Madina. "NAVIGATING THE INTERPLAY OF TERMINOLOGY,
LANGUAGE, AND KNOWLEDGE." Academia Repository 2.11 (2023): 24-27.
6.
Madina, Dalieva. "CONCEPTUALIZATION OF TERMS-PRINCIPLES AND
METHODS." EPRA International Journal of Multidisciplinary Research
(IJMR) 9.10 (2023): 249-250.
