232
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.
233
L.Lier develops a system of conditions necessary for an authentic educational process, and
identifies three types of authenticity: material authenticity, pragmatic authenticity, and personal
authenticity.
The authenticity of the materials does not exclude the use of texts specially created by
methodologists with a focus on language learners, but it takes into account the preservation of the
properties of the authentic text (such as coherence, informative and emotional saturation,
consideration of the needs and interests of the intended reader, use of natural language, etc.), as
well as the authenticity of the educational materials used in the lesson.
Pragmatic authenticity includes the following aspects: authenticity of the context in which
the language is used, i.e. the adequacy of certain linguistic means in a particular situation,
authenticity of the goal, i.e. the expected result of speech interaction, authenticity of this
interaction.
The authenticity of interaction (or interactive authenticity) is not always compatible with the
authenticity of the goal, if we mean pedagogical goals. When interacting with students, the teacher
often reacts not to the content side of the statements, but to the mistakes made and pays special
attention to correcting them, thus violating the authenticity of the interaction. Some conditionality
of educational interaction is probably unavoidable: it is explained by the peculiarities of the school
environment, where learning goals are at the forefront, while in authentic communication, the goal
is the process of natural communication itself. However, the process of speech correction can also
be carried out in the form of easy communication, for example, asking again (Did you mean to say
that...) or supporting with the reformulation of the student's thoughts in the correct form (Yes, you
certainly mean to say that...). It is also recommended to register the student's mistakes in writing
for subsequent correction.
What about personal authenticity, it is related to the individual characteristics of pupils of
Man, characterized by personal authenticity, in the opinion of the researcher, linguist L Liera, a
clear idea of what he's doing and why, responsible is aware of the responsibility for their actions,
able to make choices, to adjust their behavior (including speech), depending on the situation.
Researcher M Brin identifies 4 types of authenticity: 1) authenticity of the texts used in the learning
process; 2) authenticity of the perception of these texts by students; 3) authenticity of educational
tasks, 4) authenticity of the social situation in the classroom.
From the variety of existing approaches to understanding authenticity in the methods of
teaching a foreign language we use traditional method (Zoglin; Scarcella; Harmer; Kosanovic,
etc.), when authentic is commonly understood material that is created by native speakers, but in
the future, "without any bills or treatments" [1; 67] have found application in training the process-
oriented communicative approach to learning a foreign language outside the language
environment.
Currently, there are several classifications of authentic materials. Let's take a look at some
of them.
K.S. Krichevskaya [4] defines authentic literary, folklore, visual, musical works, objects of
real reality, such as clothing, furniture, dishes and their illustrative images.
K.S. Krichevskaya distinguishes the materials of everyday and everyday life into a self-
sufficient group of pragmatic materials (ads, questionnaires, signs, labels, menus and invoices,
maps, advertising brochures on tourism, recreation, goods, job vacancies, etc.), which by their
availability and everyday nature of application represent the following types of information: we
234
consider them quite significant for creating the illusion of familiarizing native speakers with the
environment and believes that their role is an order of magnitude higher than authentic texts from
the textbook, although they may be inferior in volume.
We believe that the concept of "pragmatic materials" should also include audio and
audiovisual materials, such as informational radio and TV programs, news reports, weather
forecasts, radio announcements at airports and railway stations. The use of such materials is
extremely important to us, as they are an example of a modern foreign language and create the
illusion of participation in the daily life of the country, which serves as an additional incentive to
increase students ' motivation.
K. S. Krichevskaya gives the following classification of pragmatic materials depending on
their use in a particular field:
- Educational and professional sphere of communication;
- Social and cultural communication environment;
- Household sphere of communication;
- Trade and commercial sphere of communication;
- Family and household sphere of communication;
- Sports and recreation-a health-improving sphere of communication.
K. S. Krichevskaya's classification is largely identical to the definition of authentic materials
given by G. I. Voronina [4], who defines them as authentic texts borrowed from the communicative
practice of native speakers. Two types of authentic texts, represented by different genre forms,
were identified:
1. Functional everyday texts that perform instructive, explanatory, advertising or warning
functions: signs, road signs, diagrams, drawings, theatre programs, etc.
2.Informative texts that perform an informational function and contain constantly updated
information: articles, interviews, opinion polls, letters from readers to print publications, current
sensational information, announcements, explanations to statistics, graphics, advertising,
commentary, reportage, etc.
The classifications of K. S. Krichevskaya and G. I. Voronina were considered by us for
general coverage of the problem raised, since, in our opinion, they do not cover the entire spectrum
of authentic materials suggests the following classification: [4; 51]
1. Authentic audio-visual materials - TV ads, feature films, documentaries, TV shows,
cartoons, music videos, news, etc.
2. Authentic audio materials - audiobooks, songs, advertising and radio broadcasts, etc.
3. Authentic visual materials - paintings, photos, slides, road signs, illustrations, stamps,
postcards, etc.
4. Authentic printed materials - newspaper articles, sports columns, song lyrics, programs,
telephone directories, tourist brochures, comics, receipts, tickets, etc.
5. Realia (objects) - coins, cash, masks, toys, etc.
The advantages of authentic materials as a means of teaching are obvious, they are widely
covered in the methodological literature of both domestic and foreign:
1. The language presented in authentic materials acts as a means of real communication,
reflects the real linguistic reality, the features of the functioning of language as a means of
communication and the natural environment.
235
2.The use of authentic materials reduces the risk of distortion of foreign-language reality: as
evidence of modern civilization in the country of the language being studied, they reflect the ideas
and judgments that are currently widespread in society.
Due to the lack of didactic orientation, the information presented using authentic materials
in terms of environment, has a high level of credibility; natural causes greater cognitive activity
while teaching materials are purely educational function and reflect the fictitious situation, do not
exist outside of classes, thereby reducing, accuracy of information, their use may subsequently
hinder the transition to the understanding of the materials taken from "real life".
In their paper "Criteria of content authenticity of the educational text" Nosonovich E. V. and
Milrud R. P. consider that it is preferable to teach the language on authentic materials, that is,
materials taken from original sources and not intended for educational purposes. On the other hand,
they point out that such materials are sometimes too complex in the language aspect and do not
always meet specific tasks and learning conditions, while at the same time singling out
methodically or instructionally authentic texts separately. The latter are understood as texts
compiled by the authors of the CME, taking into account all the parameters of authentic
educational production [6].
Thus, the authors developed the following parameters for an authentic training text. They
consider a set of structural features of such a text that meets the standards adopted by native
speakers. According to them, such a text is an authentic discourse (a text taken in the event aspect),
which is characterized by the naturalness of lexical content and grammatical forms, the situational
adequacy of the language tools used, and illustrates cases of authentic word usage [3; 41].
REFERENCES:
1. Е. Ильченко Использование видеозаписей на уроках английского языка // Первое
сентября, Английский язык. 2003. № 9. С. 7-9.
2. Колкер Я. М., Устинова Е. С. Обучение восприятию английской речи на слух. Москва,
2002.
3. КричевскаяК. С. Прагматические материалы, знакомящие учащихся с культурой и средой
обитания жителей страны изучаемого языка // Иностранные языки в школе, 1996, № 1.
4. Кузовлев В. П. Счастливый английский язык, Москва, 1997.
5. Носонович Е. В., Мильруд Р. П. Критерии аутентичного учебного текста // Иностранные
языки в школе. 1999. № 2, стр. 16-18.
6. Ткаченко Р. Г., Роговская Ф. И., Карлайл М. С. Урок английского языка на английском
языке. - Москва, 2004.
7. Scarcella R.C., Oxford R.L. The Tapestry of Language Learning. The Individual in the
Communicative Classroom. - Boston, 1992.
THE CONCEPT OF A COMPETENCY-BASED APPROACH TO TEACHING A
FOREIGN LANGUAGE
