Topical issues of language training
in the globalized world
20
and in learning the language. Students
’
learning experiences and results can be greatly
impacted by a variety of factors, including motivation, anxiety, self-efficacy, emotions,
beliefs, and instructional practices. For the purpose of fostering language development
in a supportive and productive learning environment, it is imperative to comprehend
and manage these psychological factors. In order to improve students
’
motivation,
engagement, and general ability in the English language, educators and researchers
should keep investigating and putting these ideas into practice. Through recognition
and management of learners
’
psychological development and obstacles, teachers can
more effectively assist their pupils in accomplishing their language learning objectives.
References
1.
Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second
language acquisition. Routledge.
2.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language
learning. Newbury House.
3.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Newbury House Publishers.
4.
Seliger, H. W. (1977). Does practice make perfect? A study of interaction patterns and L2
competence. Studies in Second Language Acquisition, 1(2), 125-142.
5.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
6.
Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ
СУЧАСНОЇ
НАУКОВОЇ
ДУМКИ
, 116.
7.
Saidova Mamura Suleymanovna.
“The concept of function and context within the framework
of the communicative approach”.
(2023).
Western European Journal of Historical Events and
Social Science
,
1
(3), 46-48.
THE USE OF AUTHENTIC MATERIALS TO ENHANCE READING SKILLS
OF B1 LEVEL STUDENTS
Abdumannonov Behzod
student
Uzbek State World Languages University
Scientific advisor: D. Kattaboyeva
teacher
Uzbek State World Languages University
Topical issues of language training
in the globalized world
21
Abstract
The article literally details the aspects, nuanced features of auhentic materials in the
educational process in which B1 level students
’
comprehensive reading skills are being developed.
The various and detailed aspects of this process is illustrated in this small and shortened variation of
the research with the same name of the article. I hopefully think that this small piece of
methodological work helps to other researchers, teachers, students, practicians, and other scholars
related to this field.
Key words:
authentic materials,
B1 level, students, research, researcher, investigation,
observation, pre-test, post-test, results, assessment.
As the most important point of everything is the aim, this article has the aim
that is clear from the title of this article. The aim of the article is mainly improvement
of reading skills of B1 level students throughout authentic materials. The authentic
materials are those which are generated for not educational purposes but for the native
english-spoken people. This may include newspapers, magazines, advertisements, TV
shows, podcasts, and other materials like these. From this point, it can be
acknowledged that this article goals to gradually development of reading skills. In this
process, the students are taught first of all according to their level and frame of mind.
As the whole process going, the main focus is paid to tthe reading skills, more
detailedly, both identifying general and specific information from the given text. In
addition, this article focuses on the comperison of information taken from different part
of the given material or between other texts.
Questions and Objectives:
In this project, we have a detailed plan in which
helps to organizes the research. First thing which can assisst to the conduction of the
research is the questions. These questions are the initial helpful source through the
process. The questions are as follows:
1.
What kind of advantageous sides can be count when it comes to the use of AM
in reading sskills development?
2.
How can authentic materials cotribute to the improvement of B1 level students
reading comprehension?
3.
Through which aspects can authentic materials enhance vocabulary degree of
the sudents in this level?
Topical issues of language training
in the globalized world
22
4.
What kind of potential difficulties and challenges may the teacher and the
student face to?
5.
May there be certain linguistic or methodological barriers which may decline the
reading comprehension?
6.
When it comes to choose appropriate materials for B1 level students, what
features should be taken ntio account?
7.
Can some ganres or types of authentic materials be more usefful than others?
As we have the guidive questions, there are objectives that can be fully reply to these
questions. These objectives are the extremely useful sources to maintain the process
whenever necessary. These objectives are those:
1.
To investigate the advantageous sides of using authentic materials for B1 level
students
2.
To identify the ways which can be benefical to improve reading skills of B1 level
students
3.
To study the impacts of authentic materials to enhance vocabulary skills among
B1 level learners
4.
To examine potential difficulties when authentic materials are associated to
reading activities for B1 level students
5.
To investigate certain linguistic and cultural barriers that decrease reading
comprehension of B1 level learners
6.
To establish main principles to help appropriate materials choice for reading
activities for B1 level students
7.
To identify certain genres and types of authentic materials which are more
suitable to the level of learners.
The teaching process possesses hypothesis in which the target degree is
supposed to achieve during this educational process. The studets are expected to
comprehend natural context of English through authentic materials. It is predicted that
the use of authentic materials make significant contribution to the comprehension of
reading, a deeper understanding of written context, language patterns, and cultural
Topical issues of language training
in the globalized world
23
nuances. Additionally, establishment of authentic materials can foster the environment
to enhance vocabulary level, allowing the learners to understand more complicated and
detailed information given in the authentic materials. Furthermore, engagement,
participation and motivation of the students are also expected to increase, as authentic
materials allows relevance and engagement of real-world situations to the learning
process.
Literature review:
Because the main theme of this research is the use of
authentic materials, this notion should be clarified.
“Authentic materials are not created
specifically to be used in the classroom, but they make excellent learning tools for
students precisely because they are authentic.” (Djabborova, D. Z.).
In this stage, we also should discuss some types of authentic materials.
“Genhard
classified authentic materials into three categories as follows:
1.
Authentic listening materials, such as radio news, cartoons, songs, etc.
2.
Authentic visual materials, such as street signs, magazines and newspapers
pictures, post cards, etc.
3.
Authentic printed materials, such as sports reports, newspapers, restaurant
menus, train tickets, etc.”
(Genhard)
At this point, we also have to be aware of the sources of authentic
materials.
“
The sources of authentic materials that can be used in the classroom are
infinite, but the most common are newspapers, magazines, TV programs, movies,
songs and literature.” (Berardo)
It is important to clarify the reading itself. “Reading aids the acquisition of new
vocabulary and helps retain prior learned vocabulary. Vocabulary plays a vital role in
students
’
comprehension and acquisition of a foreign language. Without an adequate
number of words, language learners will not be able to comprehend or use the second
language.” (Guo)
These sources are one of the most useful ones in order to make a research in
this field. We have to also take into consideration that vocabulary skills of the students.
“Vocabulary knowledge that is rich and well developed contributes significantly to
Topical issues of language training
in the globalized world
24
fluent reading. Vocabulary knowledge is knowledge; the knowledge of a word not only
implies a definition, but also implies how that word fits into the world.” (Kattaboyeva
and Sadriddinova)
As readimg is one of four skill of the language, it is important to note that
through reading students can get several advantages.
“
There are many ways to teach
reading. By reading, students will get many advantages. When students read some
books, their vocabularies will be added and it will improve their comprehension ability.
It will be better if they read many texts because by doing so, they will get more
knowledge. In comprehending some texts, students try to construct meaning the writer
wants to share
. Every student has to read constantly.” (Pustika)
Subject:
For the research the subject is carefully chosen according to some
criteria, including their age, level, and social status. Generally, the subjects are
secondary school students. Their level is identified at the beginning of the process via
pre-test. The main part of the selected studets are about 16-17 yaers old and their
number is just 15 students.
For this research both qualitative and quantitative methods are used for distinct
purposes. In order to exemine the initial level of students at hte baginning of the process
and to the assessment the quantitative method is used. And qualitative method is used
for how well their reading comprehension are being improved during this educational
programm.
Materials:
The research geenerally has three types of materials namely,
questionnaires, observation, and tests for different goals. Let
’
s discuss a bit detailed
way:
1.
Questionnaires. The researcher uses this material in order to indentify the level
of the students in the initial stage, because the students with the same age and
same class may be in different levels.
2.
Observation. The researcher observes the students, their participation, and the
stages that makes difficulties. According to this, the researcher plans the next
Topical issues of language training
in the globalized world
25
step. This helps to tthe researcher what aspects should be paid more attention,
which students require separate focus.
3.
Tests. This research uses teests on the post stage in order to asseess their overall
comprehension.
Steps:
The whole research includes following steps:
1.
Investigation. In this step, the researches makes investigation both theoretically
(from other articles and researches) and practically (observing other teachers
’
lessons relevance).
2.
Pre-test. In order to identify students level, they are given 20 tests from 2
authentic materials.
3.
Lesson conduction. The teacher conducts 9 lessons which are specialized to
gradually enhance reading skills of B1 level students
4.
Debate. The students make a debate about how well thee process was and what
they had expected
5.
Final assessment. The students are given again 20 questions as a final
assessment. This is important to identify how much they could improve their
level.
Data collection.
1.
In this stage, the researcher collects at least 4 articles and 2 research papers
relevant to the topic and also observes 4 lessons. Afterall, he makes important
notes.
2.
Students are asked to complete the test in 40 minutes and these results are
gathered:
Topical issues of language training
in the globalized world
26
3.
4.
In this stage, 9 lessons are conducted and the teaching process ends. Teacher
establishes these lessons to gradual development.
5.
The students are asked about what the pluses and minuses of the research were.
All the students asnwered according to their own opinion.
6.
As a final assessment, the students are tested with 20 questions to complete 40
minutes.
These
are
the
results
of
final
assessment:
Results and discussion.
1
2
4
4
2
1
1
0
SCORES
Results of Pre-assessment
8
7
6
5
4
3
2
1
4
5
3
1
1
0
1
SCORES
Results of Post-assessment
10
9
8
7
6
5
4
Topical issues of language training
in the globalized world
27
After the all process ends, studeents results are accounted. According to these
reports, their level were increased averagely 30%. To be more detailed, the best
improvement was 50% in two students and the lowest development was in one student
with 24%. These persentages are calculated based on their pre- and post-test results.
During this research, the teacher observed different pace of improvement
among teachers. Sometimes, it had to work with some students separately. When
necessary, they are worked with in extra hours.
Final reflection:
The whole grocess takes approximately one month to finish
all the stages which is planned by the research. During this period, the researcher
worked with 15 people who are B1 level students on the use of authentic materials to
improve reading comprehension of these students. Some students could make a notable
progress, the rest of the students could not succeed well. However, they could make a
progress. The researcher tried the best to solve the problems of some difficulties on
comprehension, interaction with Ams and learning vocabulary.
That
’
s why, it is possible to say some general advises. First and foremost, when
it comes to sort out the students, taking a test is not the best option. Their vocabulary
level should also be assessed and when necessary their vocabulary should be improved
through homework. In addition, they should also paid attention during the lesson, the
researcher should focus on the participance of the students. Finally, they should also
be assessed daily in order to motivate them.
References
1.
Berardo, Sacha Anthony. (2006).
“
The use of authentic materials in the teaching of
reading.
”
The reading matrix
, 6(2).
2.
Djabborova, D. Z. (2017).
“
What are authentic materials?
”
Молодой
ученый
,
(157)(23).
3.
Genhard, A. (2007).
“
Authentic materials and authenticity in foreign language learning.
”
Language Teach,
40, 97-118.
4.
Guo S. (2012).
“
Using Authentic Materials for Extensive Reading to Promote English
Proficiency.
”
English Language Teaching
, 5(8), 196-206.
5.
Kattabaeva D., Sadriddinova G. (2024).
“
The usage of instructional approach in teaching
vocabulary.
”
Актуальные
вопросы
языковой
подготовки
в
глобализирующемся
мире
,
1(1), 165-168.
Topical issues of language training
in the globalized world
28
6.
Pustika R. (2010).
“
Improving Reading Comprehension Ability Using Authentic Materials
For Grade Eight Students Of MTSN Ngemplak, Yogyakarta.
”
Topics in Language
Disorders
, 24(1), 92-93.
7.
Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ СУЧАСНОЇ НАУКОВОЇ ДУМКИ
, 116.
8.
Temirova, N. A. (2023). COMMUNICATIVE APPROACHES TO TEACHING INTERNET
NEOLOGISMS: A REVIEW OF SCIENTIFIC POINTS OF VIEW. In
ББК 81.2 я43
Методика преподавания иностранных языков и РКИ: традиции и инновации: сборник
научных трудов VIII Международной научно
-
методической онлайн
-
конференции,
посвященной Году педагога и наставника в России и Году русского языка в странах
СНГ (11 апреля 2023 г.)–Курск: Изд
-
во КГМУ, 2023.–521 с.
(Vol. 193, p. 38).
9.
Сатибалдиев, Э. К. (2022). ВЗАИМОДЕЙСТВИЕ ЯЗЫКОВ И РЕЧЕВАЯ
ИНТЕРФЕРЕНЦИЯ. ББК 81.2 я43, 64.
EMERGING CHALLENGES OF TEACHING FOREIGN LANGUAGES IN
NON-NATIVE ENGLISH-SPEAKING COUNTRIES.
Abdurasulova Mukhlisa Bobir qizi,
Abdullayeva Mehribon Qaxramonovna
students
Uzbek State World Languages University
Scientific advisor: Mukhamedova N.A
teacher
Uzbek State World Languages University
Abstract
This article delves into the most significant challenges that non-native speakers encounter
while deign foreign languages. Drawing upon scholarly research and empirical evidence, I looked
for five key areas of difficulty: language ability, cultural competence, self-esteem and building trust,
anxiety, and teaching delicate matters. The article implies that thorough analysis of the problems
mentioned can be the pre-condition to be able to improve the efficiency of second language
instruction. This article, through acknowledging the challenges that characterize the teaching of
foreign languages to a non-speaker and the potential mitigation techniques, provides a pivotal insight
for language teachers, researchers and language-teaching practitioners who want to improve
language teaching outcomes. The fact that foreign language teaching teachers might be the first to
experience the challenges of learning a foreign language increases the risks for both teachers and
learners. This piece tries discuss multifarious problems of NNE students. These problems start from
linguistic and cultural but ends with learner expectation Tackling those challenges is one of the main
policy objectives that the course will focus on, where cultural sensitivity, effective communication,
and ongoing professional development are of the highest priority. Hence, through solving these
problems, educators can strengthen the quality of language aid service and create an atmosphere
that is compatible to all.
Key words:
non-native language teachers, pronunciation, accent, cultural understanding,
grammar and syntax, confidence, credibility, challenges, solutions, language teaching.
