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that can aid with pronunciation. Reading aloud from narrative texts or even student-created
dialogues that are presented is a beneficial way to practice reading aloud. [6:57]
Oral fluency requires patience, smart preparation, and supervision from the teacher as well
as time and effort from the learner. Having stated that, it is clear that a variety of things must be
taken into account prior to speaking activities. Instructors must decide which speaking abilities
students need to improve as well as whether or not the students' feedback is enough or pertinent.
Incorporating helpful lists of predetermined conversational phrases or chunks and teaching
practices that support students in maintaining conversations are also crucial. We've also spoken
about certain important pronunciation rules and the efficacy of time constraints, including the
popular 4/3/2 technique. Lastly, it is crucial to consider how feedback is applied during speaking
exercises.
REFERENCES:
1. Adalikwu, C. (2012). How to build self-confidence, happiness and health. Bloomington: Author
House.
2. Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge: Cambridge
University Press.
3. Brown, H.D. (2004). Language assessment principles and classroom practices. Pearson
education: Longman.
4. Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
5. Richards, J. (2012). Teaching Speaking: a holistic approach. New York: Cambridge University
Press.
6. Carnegie, D. (1956). How to develop self-confidence and influence people by public speaking.
New York: Pocket Books.
AUTHENTIC MATERIALS AND THEIR USE IN THE PROCESS OF FORMING THE
TYPE OF SEARCHING READING
Djumabaeva Venera,
Senior teacher of Karakalpak State University named after Berdakh
Abstract: This article is devoted to the development of search reading skills through the use of
authentic material. The article provides examples of authentic materials and techniques for
working with them.
Key words: sociocultural competence, authentic materials, types of authentic materials.
This chapter focuses on the use of additional authentic reading texts in teaching English as
a foreign language. It aims to improve adult learners' reading skills and strategies in a normal
classroom setting and in a computer-based learning environment. The use of authentic materials
is an important principle of learning a communicative language and contributes to the development
of an individual learning style and independence of students [1, 14-17].
Developing reading skills is an important part of learning a foreign language. Foreign
language textbooks offer a variety of texts to read, but there is usually a single approach to how
texts are presented and how to choose exercises for reading comprehension. In this case, foreign
language teachers try to find additional texts and develop their own exercises. To achieve better
results, you need to consider certain issues. These are the similarities and differences between
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reading in your native language and reading in a foreign language, the reasons for reading and the
goals of the reading program, the advantages and disadvantages of using authentic texts at all
levels of language proficiency, and the criteria that we use to select suitable texts from various
sources.
According to Galskova, "authentic texts are those intended formative speakers" [4,192]. In
addition to those listed, Galskova identifies a separate group of materials for everyday and
everyday life: ads, questionnaires, signs, labels, menus and invoices, maps, and advertising
booklets that are important for creating opportunities to engage native speakers in everyday life.
She believes that their significance is higher than authentic educational texts, even if they might
be smaller in volume [5,336]. T.E.Voronkova believes that "teaching a foreign language will be
more effective when using truly authentic materials, as well as authentic academic texts" [3,37-
40]. The following parameters of an authentic educational text are distinguished –
- functional authenticity, which introduces students to the use of language units in real
communication;
- lexical and phraseological authenticity is formed when students learn to adequately select
and use lexical units, speech patterns and phraseological units;
- grammatical authenticity is characterized by the correct use of grammatical forms in
receptive and productive speech activities- structural authenticity is the knowledge and ability to
construct a text logically and consistently to solve a specific communication problem.
Reading the original language plays an increasingly important role today. Original or
authentic texts are widely used, and there are good reasons for this. When students study their
subjects, they must read various authentic texts, such as textbooks and magazine articles, so what
are authentic texts and how should we use them? Authentic text is usually understood as text that
was not written for the language class and there were no problems with it – it retains its original
vocabulary and grammar, and fragments of the text were not cut out. This is why the use of truly
authentic texts is an important means of teaching students how to communicate effectively. What
are the reasons for using authentic texts in the educational process? We give examples of some of
them:
1. Reading Skills-Using complex English text in real life in class can be a good way to
teach teachers how to use special reading skills, such as ignoring parts that aren't important,
guessing the meaning of words from context.
2. Goal-Reading an authentic text can show how much students need to learn in order to
understand it more fully.
3. Independent work – if a teacher shows students some sources of good English texts and
teaches their students how to read them, it can help motivate foreign students to read English more
often outside of class [2, 23-25].
When should I use authentic content? When you choose an authentic text focus in the
classroom, you should also consider the level. By “level” we usually mean the level of language –
for example, whether a text is at level B1 or B2-but there is another important aspect: the cognitive
level. Some texts are much more complex than others in terms of the complexity of their ideas and
concepts. When choosing a text, it's important to think about what you want your students to get
out of it. Do you want them to gain a complete understanding of the entire text, or will they use it
more superficially – for example, to identify keywords. This way, you can use authentic texts that
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are at a high linguistic level in your lower-level classes, as long as you set appropriate, achievable
tasks.
Effective reading of authentic texts is a sure way to build the confidence of beginners. If
the teacher carefully evaluates the tasks, provided that the text remains within the general
competence of students, the reading activity will be focused on success and sufficiently motivates
Another aspect of a reading session is evaluation. The reading ability score should be
related to the purpose of reading. In everyday reading situations, readers have a goal to read before
they start. In order to provide a reliable assessment of students 'reading skills, the post-listening
activity should reflect students' actual use of the information they received during the reading
process. To develop authentic assessment activities, consider the type of response that will trigger
the reading of a particular choice in a non-class situation. For example, after reading the weather
forecast, you can decide what to wear the next day; after reading a set of instructions, you can
repeat them to someone else.
In conclusion, it is vital to use authentic texts as adjuncts to educational reading materials
in order to prepare students for reading in real life. In order for sophomores and foreign students
to become proficient readers of English, they need access to texts that allow them to respond
authentically to what they have read. Using authentic materials in the classroom is very motivating,
gives a sense of achievement when understood, and encourages further reading. One of the main
reasons for using authentic materials in the classroom is that once outside the “safe”, controlled
language learning environment, the student will encounter not the artificial language of the
classroom, but the real world and the language as it is actually used. The role of the teacher is not
to mislead the learner, but to prepare them, to give them the awareness and necessary skills to
understand how the language is actually used.
REFERENCES:
1.
Арутюнян, С.В. Приѐмы работы с аутентичными речевыми материалами для
активизации обучения на старшем этапе в основной школе [Текст] /С.В. Арутюнян//Наука
и образование в жизни современного общества.–Тамбов,2018. – С. 14-17.
2.
Воронина, Г.И. Организация работы с аутентичными текстами молодежной прессы в
старших классах школ с углубленным изучением иностранного языка [Текст]/Г.И.
Воронина//Иностранные языки в школе. – 2018. —№ 2. – С. 23-25.
3.
Воронкова, Т.Е. Работа с аутентичными текстами, содержащими интеркультурный
компонент [Текст] / Т.Е. Воронкова // Иностранные языки в школе. – 2014. – № 7. – С. 37-
40.
4.
Гальскова, Н.Д. Современная методика обучения иностранным языкам: пособие для
учителя [Текст]/ Н.Д. Гальскова. – М.:АРКТИ. – 2013. – 192с.
5.
Гальскова, Н. Д. Теория обучения иностранным языкам: лингводидактика и методика:
учеб. пособие для студ. лингв. ун-тов и фак. ин. яз. высш. пед. учеб. заведений [Текст] / Н.
Д. Гальскова, Н. И. Гез.– М.: Издательский центр «Академия», 2016.– 336 с.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHING
Elmuratov Rashid,
Assistant of English linguistics Department, Karakalpak State University
D. Elmuratova, BA student, Karakalpak State University
