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53politics. William S. Burroughs and Henry Miller are two writers whose works faced censorship challenges and who, along with other writers of the time, inspired the counterculture movements of the next two decades.
THE CONTEMPORARY PERIOD (1939 - PRESENT). After World War II, American literature becomes broad and varied in terms of theme, mode, and purpose. Currently, there is little consensus as to how to go about classifying the last 80 years into periods or movements - more time must pass, perhaps, before scholars can make these determinations. That being said, there are a number of important writers since 1939 whose works may already be considered "classic" and who are likely to become canonized [3].
References
1. Gray Richard. A History of American Literature. Blackwell, 2004.
2. Schweitzer Ivy. "Review." Early American Literature. 23.2: (1988) 221-225. JSTOR. Web. 1. March, 2010.
3. A Brief Overview of American Literary Periods, from the Colonial to the Contemporary by Adam Burgess Updated February 23, 2017.
ADAPTATION OF AUTHENTIC MATERIAL Fayazova D.S.
Fayazova Dilfuza Sadullayevna - teacher of English language, DEPARTMENT OF FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA CITY, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with finding information about how to improve students' integrated skills, analyzing some approaches and methods by applying them in classes. Keywords: communicative trend, authentic, grammatical, supplementary.
Valdeon suggests that "once we have tried to establish a new classification of the material used in the teaching of English, or any other languages for the matter", we should "focus on authentic material and the various processes that it can undergo to be adapted to suit the needs of our students". [1. P, 234] That adaptation of given material responds to the need of individualizing it to focus on one or various aspects of the language. However, some authors, focusing their attention on the communicative trend, have rejected any alteration to the authentic material, without considering that the priorities of teachers and students may vary and change.
As a consequence, there are some relevant reasons why we might decide to adapt some material before using it in the classroom:
• Grammar points included in the material are not clear enough or do not correspond to the level of our class.
• The text includes a number of examples of structures which have been studied in class, but we might find it helpful to supply the original text with further examples.
• We might decide to avoid certain grammatical points altogether if we are more interested in the material as a starting point for a debate or to introduce new vocabulary.
• Too much emphasis on the communicative aspect of the material, not allowing the students to understand the message. We might start by presenting some grammatical structures.
• The vocabulary included is too complex or there are too many unknown words.
• The text might be appealing, but it could be too easy. We need to use supplementary material to introduce new language points.
• The text is too difficult. So, we might delete certain parts, although we must make sure that the main ideas remain and the students can follow it easily. MABC & LLG 4Authentic written materials
• Some texts are too formal, and the students are not likely to read them or use them.
• If the material is to be used as part of an exam, we should adapt it to suit the expected them to reach.
• The text might offend our students.
Once we have mentioned the main reasons for the adaptation of authentic written material, we will deal with the different ways whereby we can adapt this material to suit the needs of our students: adding, deleting, modifying, simplifying and reordering.
• Adding: Whenever we want our students to practise certain grammatical structures, items of vocabulary or minimal pairs that are not found in their L1, and the authentic material we want to use does not provide enough examples, we can supply the text with further examples of any of these linguistic exponents.
• Deleting: Textbooks are prepared for an international public with various needs. We must not feel guilty if we have to omit two or three exercises in one unit, if we feel that they are not relevant, or even the whole unit, if our students will not learn anything from it.
• Modifying: There are two main techniques to modify a text: rewrite it and restructure it. Furthermore, we can also adapt a text for our students to read aloud or for us to dictate it to the students, if we want them to practice certain features.
• Simplifying: This technique is also useful, but can lead to a distortion of natural speech or written English if we are not especially careful when we simplify grammar or certain features of speech. In many cases it would be worthwhile keeping those grammatical points which will certainly require further practice rather than simplifying them.
Breen and Candlin cited in Rutherford contend that, "In the past, it has seemed easier to somehow separate the learner from the knowledge to be learned - to 'objectify' the target language as something completely unfamiliar to the learner. [2. P, 149] This objectification of the language in relation to the learner has perhaps been encouraged by a narrow definition of what the object of learning actually is, and by an incomplete view of what the learner has to offer. We have tended to see the target only in terms of 'linguistic competence' or textual knowledge, and we have limited such knowledge to the level of syntax without reference to structure above the sentence. Thus, ideational and interpersonal knowledge, which textual knowledge and from which textual knowledge evolves, have tended to be overlooked or neutralized."
However, the use of authentic text in the classroom may bring the learner and the knowledge together because the learner is lifted from the confinements of traditional and more recent methodologies to become an intricate part of the language learning process.
References
1. Valdeon Garcia R.A. "A Redefinition of Authentic Material and its Use in the Teaching of
English". Revista Canaria de Estudios Ingleses. Universidad de La Laguna: Tenerife.
Volume 30/31. P. 227-239, 1995.
2. Rutherford W.E. Second Language Grammar: Learning and Teaching. Longman, 1987.
ELABORATION OF TASK (READING AND SPEAKING) WITHIN AUTHENTIC MATERIAL Fayazova D.S.
Fayazova Dilfuza Sadullayevna - teacher of English language, DEPARTMENT OF FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA CITY, REPUBLIC OF UZBEKISTAN
Abstract: this article focuses on the use of supplementary authentic reading texts in teaching English as a foreign language. How to improve the reading skills and strategies of adult learners in a conventional classroom setting and in a computerized learning environment. Keywords: communicative, criteria, mother-tongue, faulty reading habits.
The use of authentic materials is an important principle of communicative language learning and it contributes to the development of an individual learning style and learner autonomy.
Developing reading skills is an important part of foreign language teaching. Foreign language textbooks offer a variety of reading texts but there is usually a one-size-fits-all approach to the way the texts are presented and to the choice of reading comprehension exercises. When that is the case, foreign language teachers try to find supplementary texts and design their own exercises. In order to achieve better results, certain issues have to be taken into account. These
