The role of authentic materials in teaching a foreign language

THE ROLE OF AUTHENTIC MATERIALS IN TEACHING A FOREIGN LANGUAGE

Assistant Nishonova D.X.

Tashkent institute of textile and light industry


Maqola chet tilini o'qitishda real hayotiy ko’nikmalarni rivojlantiruvchi materiallardan foydalanish masalasiga bag'ishlangan bo’lib, unda chet tilini darslarida video materiallardan foydalanish dasturini ishlab chiqishda video materiallardan oqilona foydalanish muammosi va hamda chet tilini o'qitishda real hayotiy ko’nikmalarni rivojlantiruvchi materiallarning ro’li va vazifalari keltirilgan.
Статья посвящена использованию аутентичных материалов в обучении иностранному языку, проблеме рационального использования видеоматериалов при разработке программного обеспечения для использования видеоматериалов на уроках иностранного языка, а также роли и задачам аутентичных материалов в обучении иностранному языку.
The article focuses on the use of authentic materials in teaching foreign language, the problem of rational use of video materials in the development of software for the use of video materials in foreign language lessons, as well as the role and tasks of authentic materials in teaching foreign language.

Changing political and economic conditions have led to a change requirement for a university graduate. Currently, the labor market requires a specialist who speaks a foreign language at a fairly high level. According to the survey, among the requirements for training specialist, knowledge of a foreign language is in second place, behind only professional competence and ahead of computer skills technology [1].

The requirements of modern society for a university graduate in the field of foreign language proficiency determine the ultimate goals of language training.From what has been same, it's obvious that a graduate should not solely possess the required with a collection of language means is required for communication, however he should conjointly understand content rules for his or her use in specific things of real communicational.In the classroom in a foreign language, using various methods and work methods. Given the limited number of hours’ classroom classes assigned by the curricula to the study of a foreign language, there is a need to find ways to solve the problem using the latest achievements in the field of foreign language teaching methods
A great contribution to the solution of this problem is made by the introduction into the educational process of authentic video materials. To understand the behavior native speakers, you need to see them, as well as the environment in which communication takes place (shop, restaurant, metro, train station, etc.), in addition, video material allows you to get acquainted with the characteristic features countries and people's lives. It is also worth paying attention to the presence of authentic materials of the sound range: traffic noise, conversations of passers-by, phone calls, music, etc., which helps to better understand the character proposed circumstances, forms the skill of perception of foreign speech against the background of varied interferences, similar to in world. In addition, foreign language as a motivation for students one can single out advantage of using video material in training.
Students really will get positive emotions if they understand the material intended for native speakers. Students note that a foreign language is not inaccessible to them, and this can serve as a basis for the further use of authentic materials in the classroom. The effectiveness of these materials is ensured, first of all, by their authenticity and, as a result, the ability to introduce them to a foreign culture.
The target of teaching a far off language is specific the formation of a philosophical system temperament of a student who owns a body of data regarding the country the language being studied, national and cultural characteristics of social and watercourse behavior native speakers and also the method of victimization productive devices within the method of communication, following the customs, rules of conduct, norms of prescript, cases and rules of conduct for carriers language.
The modern concept of foreign language education is based on integrated learning language and culture, the dialogue of native and foreign cultures. The purpose of such education is language teaching through culture, culture through language. It is changing into more and more vital to involve within the method teaching cultural materials that introduce students to history, traditions, culture countries of the language being studied. Therefore, the increasing importance in teaching foreign languages acquire so-called authentic materials as an important means of teaching foreign.
In trendy language, the word "authentic" corresponds to the adjectives "real", "true", "real", "close to the origins". varied materials of culture notice their reflection in such sources of knowledge as real literary, folklore, visual, musical works, objects of reality (clothing, furniture, utensils) and their illustrative pictures
In foreign studies on this issue, the following terms can be found for
designations for materials of this kind:
- semi-authentic texts, i.e. based on original material,
but lexically or syntactically custom-made to the curriculum;
- part emended authentic texts (roughly-tuned authentic texts), in which the level of grammatical material slightly exceeds the amount of the students;
- texts that look authentic (authentic-looking texts);
- learning-authentic texts (learner authentic texts) [2].
but lexically or syntactically adapted to the curriculum;
- partially edited authentic texts (roughly-tuned authentic texts), in which
the level of grammatical material slightly exceeds the level of the students;
- texts that look authentic (authentic-looking texts);
- learning-authentic texts (learner authentic texts) [3].
The existence of the categories described above in foreign methodological practice proves that the authenticity of the material and its methodical processing are not mutually exclusive in condition that the text preserves the properties of authentic material.Authentic materials employed in the tutorial method implement the subsequent vital options.
The informational and educational function of authentic materials is expressed in the fact that they recreate the conditions of natural speech communication, transmit information about the country of the studied language, allowing you to more clearly present the situation of communication.
The organizing-managing or motivating function is manifested in the fact that authentic materials providing the "effect of presence" or "effect of complicity", stimulates speech activity.
The integrative function is expressed in the fact that authentic materials serve as a link between parts of the lesson, contribute to the organization and systematization of the educational stages.
The illustrative and visual function is manifested in the fact that authentic materials are a synthesis of all types of visualization, serve as a means of distant immersion in the natural environment at all stages of education, thereby partially compensating for its absence.
The developing function is expressed in the development of such personality traits as observation, imagination, attention, thinking, language memory, development of skills in all types of speech and creative activity.
The educational and heuristic function is realized in cultivating a sense of respect for the people and culture of the country of the language being studied, awareness of the unfamiliar and alien, motivation to compare features of the culture of the country of the studied language and native culture. The use of authentic materials in foreign language lessons allows you to more effectively carry out training, simulate immersion in natural speech environment and to form the ability of students to carry out the process of communication in accordance with the national and cultural specifics of the country of the language being studied.
Used literature
1.Зимняя И.А. Психологическая характеристика студента и ее учет в обучении иностранному языку // Интенсивное обучение иностранным языкам в высшей школе. М.: Изд-во Моск. ун-та, 2015. – № 6. – С. 69-73
2.Кричевская, К.С. Прагматические материалы, знакомящие учеников с культурой и средой обитания жителей страны изучаемого языка / К.С. Кричевская // ИЯШ. – 2008. – № 1. – С. 13–17.
3.Harmer, J. How to teach English. An introduction to the practice of English language teaching/ J. Harmer// Edinburg.: Gate Longman. – 2007. – P.198.