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to take into account such factors as: the type of communicative task, the reader's attitude to this task, taking into account
his personal characteristics, the nature of the text in terms of its content. Exercises should be modeled so that a
communicative task is set in them, so that they can cause the corresponding need of students for reading, provide
motivation, and stimulate speech actions. [4]
In order for students to be able to perform the exercises described above, focusing entirely on the content of
what is being read, it is necessary to carry out certain preparatory exercises. They are aimed at recognizing and quickly
undivided perception of large elements of the text, at developing a normal pace for reading a coherent text as a whole.
They are:
1. Exercises to teach the recognition and understanding of the familiar.
These are exercises that teach the recognition of the graphic form of words and expressions placed among
other well-known phrases, as well as exercises in correlating the given content with the graphic form. For example,
find among the sentences written on the board that which is on the card presented by the teacher, or that which
corresponds to the picture shown by him.
2. Exercises that teach an uninterrupted understanding of individual sentences, for example, among a group of
sentences written on a blackboard, find those that do not fit the rest of the topic.
3. Exercises to teach understanding of sentences containing unfamiliar words. This group includes exercises
in the grouping of combined words, translation of sentences with gaps, filling in gaps by meaning, etc.
4. Exercises aimed at teaching the coverage of large units of text and the development of a normal reading
pace. These exercises include briefly presenting cards with words, phrases, whole sentences, and groups of sentences
written on them. The challenge is to teach students to cover the entire proposed group of words at a glance.
Teachers may design interesting and successful lesson plans by combining course cassettes, visual aids,
internet resources, literature, role-playing activities, grammar exercises, writing prompts, vocabulary-building
activities, collaborative learning, and evaluation tools.
Making classes engaging, learning simple, and facilitating instructors' ability to communicate ideas clearly
are the goals and significance of teaching and learning resources. By facilitating learning, instructional materials can
greatly raise students' accomplishment levels.
The simplest and most exciting learning technique, which is built on the principle of the associative series,
is the use of pictures. Most of the information (80%) is assimilated by a person through visual images. You write
down a word, its transcription and translation into a certain picture-story, or you download ready-made pictures from
the Internet, divided by subject matter: plants, fruits, numbers, colors, animals, etc.
REFERENCES:
1.
Fries Ch. Teaching and Learning English as a Foreign Language. Ann Arbor, 1947.
2.
Ivanov D.V. On the basics of analytical reading, “Scholarly notes of the MOPI”, volume XIX, issue. 4, 1959
3.
Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press.
4.
West M. Learning to read a foreign language. London,1955.
EXISTING SOME PROBLEMS AND SOLVING THEM WITH SOME EFFECTIVE
STRATEGIES IN TEACHING SPEAKING AMONG LEARNERS
Kudaybergenova Sapiura, Karakalpak State University
Kidirbaeva Nurjamal, BA student of Karakalpak State University
Annotation:
This
article will help learners who will learn English and who are currently
learning English to develop and improve the speaking skills,
which is one of the 4 skills of the
English language. The article also gives ideas about some strategies to enhance spoken English.
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Key words:
inhibition, nothing to say, low participation, Mother-tongue use, Fear if
Mistake, Shyness, Lack of Confidence, Lack of Motivation, Definition of strategies, Language
Learning strategy.
Learners can learn English for many and extremely varied reasons. Taking these reasons,
and language acquisition needs, into consideration when planning a class or individual instruction
is crucial for a successful learning experience. This is probably as important for learners for the
teacher. When a learner understands his/her reasons for learning English well, he then can better
plan his learning strategy. In the class, he/she can help the teacher identify needs and desires. If
the learners are learning alone, he/she can find learning materials based on a better knowledge of
what his/her objectives are. For instance, learners can train activities. In learning English speaking,
some students will make problems or errors when they try to uttered words, phrases or sentences.
Problems or errors in speaking cannot correct themselves, therefore it is need explanation.
According to Ur [1991;121] there are some problems faced by the students in speaking. The
problems of speaking include student inhibition, nothing to say, the low of participation, the theme
to be spoken, and the use of mother tongue. Now we consider them in following paragraphs
carefully.
Inhibition
The students usually inhibited when trying to speak some words in speaking
activities. Because of the fact that they worry about making mistakes and simply shy in speaking
English language.
Nothing to say.
The students cannot think of anything to say, they have no motivation to
express themselves in speaking. Actually, the students often lack confidence and less of
vocabularies in their speaking ability. And they feel insufficient in language skills to express
exactly what they want to say.
Low participation.
The students have low participant when they speak, this mean that they
have only very little talking time. This problem is compounded by the tendency of some learners
to dominate, while other speaks very little or not at all.
Mother tongue use.
The students usually use mother tongue in speaking activities, because
of the fact that it is easier, and also, they feel less exposed if they are speaking their mother tongue.
If they are talking in small groups, it can be quite difficult to get some classes particularly the less
disciplined or motivated ones to keep to the target language.
Moreover, there are some psychological factors about how some problems exist in speaking. Let’s
go knowing psychological factors carefully.
According to Juhana [2012;101] here, there are some psychological factor that faced by the
students in speaking English. All of them can influence learners’ communication. They are
following;
Fear if Mistake.
As argued by many theorists, fear of mistake becomes one of the main
factors of students’ reluctance to speak in English in the classroom. With respect to the fear of
making mistake issue, according to Juhana [2012;101] adds that this fear is linked to the issue of
correction and negative evaluation. In addition, this is also much influenced by being criticized by
the teacher. As a result, students commonly stop participating in the speaking activity. Therefore,
it is essential for teachers to convince their students that making mistakes is not a wrong or bad
thing because of the fact that students can learn from their mistakes.
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Shyness.
Shyness is an emotional thing that many students suffer from at some time when
they are required to speak in English class. This indicates that shyness could be a source of problem
in students’ learning activities in the classroom especially in the class of speaking. Actually, the
students felt of shyness makes their mind go blank or that they will forget what to say.
Lack of Confidence.
It is commonly understood that students’ lack of confidence usually
occurs when students realize that their conversation partners have not understood them or when
they do not understand other speakers. In this situation, they would rather keep silent while others
do talking showing that the students are lack of confidence to communicate.
Lack of Motivation.
Motivation is important to notice in that it can affect students’
reluctance to speak in English. In this sense, motivation is a key consideration in determining the
preparedness of learners to communicate. According to Juhana [2012;103] further adds that
motivation is an inner energy. From the motivation the students will enhance their study interest.
In addition, there are some strategies to remove considered problems in speaking english. They
help learners to enhance their communication and pronunciation. In following we can see some
strategies.
Definition of strategies.
Strategy is a detailed plan for achieving success in situations.
According to Brown [2007;119] stated that strategies are specific method of approaching a
problem or task, modes of operation for achieving a particular end or planned designs for
controlling and manipulating certain information. Important aspect of teaching is to promote
learners’ awareness and control of effective learning strategies and discourage the use of
ineffective ones. In addition, Gagne [1974;3] asserts that strategy is someone’s internal ability for
thinking, solving problems, Therefore, as the teacher has set overarching of goals, organized
content, and developed a course plan with ideas for how to give students the practice that will
make it possible for them to achieve the course goals.
In addition, Mintzberg proposes several different definition of strategy, as these followings:
1) Strategy is aplan, a means to get some movements,
2) Strategy is a pattern to act overtime,
3) Strategy is a position reflecting decisions to offer particular products or services in
particular markets,
4) Strategy is perspective, vision and direction.
Language Learning strategy
Learning language strategies are the mental processes which learners employ to learn and
use the target language, Nunan [1991;168] A strategy consisted of mental or behavior activity
related to some specific stage in the overall process of language acquisition or language use. So,
strategies are specific means that learners use to learn or improve their language Nunan
[2003;269]. Learning strategies have been defined by several researchers, language learning
strategies are optional for exploiting available information to improve competence in a second
language.
Finally, we need more time to improve our Spoken English with some strategies and we
ought to practice more. Spoken English plays an important role in English learning. As well as a
good level of communicative competence is the final aim of English learning. How to cultivate
and enhance the learners’ competence of Spoken English has become the focal point. By using
these ways, the learners can gain their aims.
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REFERENCES:
1. Ur, Penny. 1991. A Course in Language Teaching. Cambridge: Cambridge University Press.
2. Juhana. 2012. Psychological Factors That Hinder Students From Speaking In English Class (A
Case Study In A Senior High School In South Tangerang, Banten, Indonesia).
3. Brown, H. D. 2007. Principles of Language Learning and Teaching. USA: Pearson Education.
4. Gagne, R.M. 1974. Educational Technology and the Learning Process. Educational Researcher.
5. Nunan, D. 1991. Language Teaching Methodology. Sydney: Macquarie University.
6. Nunan, D. 2003. Practical English Language Teaching. America: McGraw Hill.
7.
Bakhtiyarovna, K. A. (2023). SOME CHALLENGES IN TEACHING LISTENING AND
SPEAKING. International Journal of Pedagogics, 3(12), 54-57.
AUTHENTIC MATERIALS IN TEACHING METHODS
Kulniyazov T.U., Karakalpak State University
Aitbaeva M.M., BA student of Karakalpak State University
Abstract.
This article devoted the variety of existing approaches to understanding
authenticity in the methodology of teaching a foreign language, we will use the traditional
interpretation when by authentic it is customary to understand materials that were created by
native speakers and found application in the educational process, focused on a communicative
approach to teaching a foreign language outside the language environment.
Key words:
Authentic materials, different approaches, teaching children, educational
interaction, authenticity of interaction, 4 types of authenticity.
The problem of authentic materials used in teaching foreign languages causes a lot of
controversy in itself. The very concept of authentic materials appeared in the methodology not so
long ago, which is associated with the modern setting of goals for teaching a foreign language. In
the modern foreign and domestic methodology, the term "authentic materials" has practically
replaced the term "original materials", which was used earlier. At the same time, the degree of
authenticity of educational materials is a serious methodological problem.
There are different approaches to describing all aspects of identity. Let's look at some of
these approaches. Widdowson considers authenticity not so much as a property inherent in a
speech work, but as a characteristic of the educational process. It distinguishes between the
concepts of "authenticity" and "authenticity". All cases of using the language for non-academic
purposes are considered authentic. Authenticity is considered as a property of educational
interaction. Therefore, it is not enough to bring a clipping from a foreign newspaper to class, but
to make the process of working on it authentic. Teaching children to perceive work on the text not
as an exercise, but as authentic communication activity, the teacher encourages natural interaction
in the classroom. In other words, authenticity in methodological terms is not something brought
from outside in the form of a text intended by the author for native speakers, and not for foreigners.
Authenticity is created in the learning process, in the course of students ' interaction with the text,
with the teacher, and with each other. This removes the traditional contrast between the language
used in the classroom and the "real" language. "Instructional "does not necessarily mean"
inauthentic"; it all depends on how the training material will be used.
