273
IMPROVING THE METHODOLOGY FOR DEVELOPING WRITTEN COMPETENCE
IN ENGLISH BASED ON AUTHENTIC MATERIALS IN THE CLASSROOM
Urazimbetova Zukhra,
Karakalpak State University named after Berdakh
Abstract: Globalization effects on every corner of social life and does foreign languages,
especially English, which is very important in human practical and intellectual activities. This
thesis attempts to illustrate the impact of authentic materials on English language learning in
schools.
Key words: written competence, authentic materials, writing skills, worldwide view,
innovative actions
Schoolchildren need to continually participate in a real English community to meet the needs
of sustained English language learning, where they will be needed for meaningful, authentic
communication and practice. Videotapes, audiotapes, television, interactive computer software,
journals and other publications are becoming increasingly common methods in English language
lessons in our educational institutions. Unfortunately the use of these authentic materials in the
formation of English written competence is not provided for by regulatory documents and
textbooks at schools. In order to achieve fulfill the tasks put forward before the foreign language
teaching system we should change our attitudes, approaches to teaching, by changing our methods,
materials and instructions.
The use of authentic materials has become one of the principles of communicative language
teaching, since the communicative approach emphasizes interaction as the ultimate goal of
language learning. Schoolchildren must have knowledge about diverse range of complex
communities that now exist in order to meet the requirements of sustained learning and operative
participation in society, continually be involved in real English community. Teacher should use as
many authentic materials as possible instead of materials designed specifically for language
learners, not only to develop spoken language but also to enhance writing skills. [2; 128] Teacher
should give schoolchildren texts that they will actually have to use in the real world.
Written competence is also important for developing schoolchildren’s creativity, which
should be considered important in the learning process. This allows schoolchildren to expand their
worldview, easily express their thoughts on the paper, and be creative in solving problems and
coming up with innovative actions. [3; 210]
The use of authentic materials in the language classroom presents instructors with several
challenges. One such challenge is development of effective research skills required to manage the
vast amount of information available in written, spoken, or multimedia format. An additional
challenge is the selection of the material most appropriate to the objectives of curriculum, a course,
or even a single task. Authentic materials are very interesting and stimulating. Raise a sense of
curiosity in the students and bring in the lively outer landscape into the learning situation. These
materials are taken from the real life, as oppose to the material specially designed and constructed
for the sake of language teaching.[8; 40-41]
In this regard, it is necessary to increase the amount of authentic materials in our classes and
improve the methodology for developing written competence to teach schoolchildren effectively.
274
REFERENCES:
1.
Lee, L. . 1999. New ways in using authentic materials in the classroom. Alexandria, Virginia:
Teachers of English to Speakers of Other Languages, Inc.
2.
Martinez, A. (2002). Authentic materials: An overview. Karen's Linguistic Issues. Retrieved
November 20, 2003 from
3.
Matsata, F. (2005). Designing Authenticity into Language Learning Materials. USA: Intellect
Limited.
4.
Vecino, A. M. (2007). Exploring the wonder of creative writing in two EFL writers. (Master’s
thesis). Universidad Distrital Francisco José de Caldas, Bogot
5.
Journal for the Study of English Linguistics, (Vol. 1, 2013), p. 40-41
6.
Wing, J. (2008). Using Authentic Video in the Language Classroom. UK: Cambridge
University Press.
MECHANISMS OF FORMATION OF SPEECH SKILLS ON THE BASIS OF MEDIA
TECHNOLOGIES
Zаrlikоv Ikrаm
Doctoral student, Karakalpak state university named after Berdakh,
The expansion of the socio-economic and cultural cooperation of the countries in the world
is increasing the interest, need and desire to learn foreign languages, especially English. In the
educational system of developed countries, special attention is paid to learning English in
accelerated ways from the school period. The development of students' language and speech
competences on the basis of media technologies is becoming an urgent issue in teaching English
in general education schools. Especially for A1 levels, it has become a priority to acquire the
linguistic competence noted in the content of English language teaching and to develop the ability
to use it in speech communication. The experience of world countries shows the need to create
and improve teaching methods based on the development of lexical competence in teaching
English to students.
The development of media technologies in the development of speech and language
competences in the linguistic competence of general education school students is considered an
urgent issue today.
According to the document adopted by the Council of Europe, the following components
in the structure of linguistic competence are distinguished: lexical, grammatical, semantic,
phonological, spelling and orthographic. [2.53]
In our opinion, the formation of linguistic competence consists of the following structural
stages:
– designing the educational process;
– organizing the educational process on the basis of ICT tools;
– conveying the essence of virtual technology to students in conducting the educational
process in the formation of linguistic competence;
– evaluation of the result, programming of future activities based on virtual technologies.
Types of speech competence in English. (Figure 1)
