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Список литературы
1. Alieva A.E. The formation of the creativity of students during the period of pedagogical practice // Proceedings of Multidisciplinary International Scientific-Practical Conference "Current Issues of Science, Education and Industry in Modern Research" 10 -12th December 2020 JournalNX-ISSN.^. ресурс]/ Режим доступа: https://www.neliti.com/publications/335967/the-formation-of-the-creativity-of-students-during-the-period-of-pedagogical-pra/ (дата обращения: 30.04.2021).
2. Алиева А.Э. Использование креативных технологий на уроках английского языка // Ta'lim fidoyilari. Respublika ilmiy-uslubiy jurnali, 2021. 5-son. B.639-646.
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THE ROLE OF AUTHENTIC MATERIALS IN FOREIGN LANGUAGE TEACHING Hakimova D.H.
Hakimova Durdona Hudoyberdiyeva - Teacher, DEPARTMENT OF THE INTEGRATED SKILLS OF THE ENGLISH LANGUAGES, FACULTY OF
JUNIOR COURSES,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the aim of learning a foreign language is none other than to be able to use therespective language similarly to the way in which a native would, which is why we believe that exposingthe students to authentic materials throughout the teaching process is crucial. This is also one of the corepillars of the communicative method. Keywords: communication; learning needs; linguistic competence; authentic material.
Starting from the assumption that authentic materials are crucial in teaching/learning a foreign language, this paper is an attempt to analyze how such materials can be used in the particular situation of teaching/learning, especially since our access to materials designed for native speakers of English/German/French is virtually unlimited, due to various reasons(geographical, financial etc.). We have laid special emphasis on the internet, since we consider it to be an extremely useful and convenient resource. Generally speaking, communication is based on the existence of a speaker and of a listener, between which there is an information gap which will be filled in the communication process, so that, in the end, both the speaker and the listener will have the same information. In other words, the aim of
all communication is to adequately convey an intelligible message to a speaker, within a larger social and situational context. Teachers have always been on a continuous search for the most adequate and efficient teaching method, even though, in reality there is no such a thing as a "perfect" teaching/learning recipe, maybe except for the one indicated by Jordan [1, 20]: [in learning Japanese] "the method recommended by experts is to be born as a Japanese baby and raised by a Japanese family, in Japan". For all others, less fortunate, there is nevertheless the possibility of being included in a learning context that resembles real life situations as much as possible. This is the very general principle the communicative teaching/learning method is based upon, a method focused on making the student acquire communicative competence. Its declared purpose is that of enabling the students to use the appropriate language in a given real-life like context (appropriate from the point of view of the communication situation), and to make themselves understood by communicating efficiently, while establishing at the same time the process of negotiating meaning with the listener. To attain this, the communicative method is based upon a few clear, well-defined principles that guide the entire teaching/learning process, that is [3]:
1. The aim of all verbal interactions is to communicate;
2. Linguistic competence must be doubled by the competence/ability to adequately convey meaning in various contexts;
3. Communication of all kinds occurs in social and situational contexts, which is why language must also be learned in authentic, real-life like situations;
4. For an efficient communication in a language it is necessary to acquire communication abilities and skills, as well as all four communication competences, that is: reading, speaking, listening, writing;
5. All verbal interactions have an aim;
6. One remembers better familiar, interesting and relevant (to the learner) situations;
7. One remembers better things that one performs.
Paper-based materials include a wide range of things that native speakers use in everyday life, for various purposes [2]. Some of the most common examples in this category are books, newspapers and magazines, while books require a certain level of proficiency. newspapers and magazines provide the language teacher with a multitude of elements that can be used with various levels and for various teaching purposes: advertisements (both commercial and classified), horoscopes, TV/radio programs are just a few of the items in a newspaper/magazine that can be of much help when trying to make your lesson more interesting and appealing. Cook books, recipes and menus are a good idea when teaching, for example, certain forms of the verb, the direct object or vocabulary related with food. Maps could be an example of material for raising the learners' awareness about the country in question, introducing names of places or vocabulary related to travelling. Paper-based materials may also include various other things that could be linked to teaching: entrance tickets, labels, pamphlets, medical prospects, postcards, calendars etc. As already mentioned, finding authentic material for teaching vocabulary not only does it not represent a problem, especially now, when we can use the Internet, but it also increases the chances of finding material that meets the students' interests and preoccupations, and thus of being relevant.
We strongly believe that a language can be taught resorting to a series of such materials, ranging from realia, to pictures, documentaries available on-line or on CDs or on video tapes, materials which the students will undoubtedly come across in everyday life, as well as in the course of practicing their present/future job. To conclude, one must say that the use of authentic materials in teaching/learning specialized vocabulary is not just possible, but also recommended, since it manages: to meet the students' learning needs; to offer them the chance of becoming truly competent in a foreign language; to stimulate personal motivation; to insure the much needed mental comfort and confidence; to allow the acquisition of vocabulary as active vocabulary.
References
1. Jordan R.R. (1993). Academic Writing Course. London: Collins.
2. Kingsbury R. (1989). Longman Proficiency Skills. Longman.
3. Ur P. (1996). A course in language teaching. Cambridge University Press.
KEY FACTORS AFFECTING LANGUAGE ACQUISITION DEVELOPMENT OF EFL LEARNERS Umarov B.N.
Umarov Bobir Norboyevich - Teacher, DEPARTMENT OF THE INTEGRATED SKILLS OF THE ENGLISH LANGUAGES, FACULTY OF
JUNIOR COURSES,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the importance of recognizing and considering the impact of learner characteristics such as age, learning style and learning strategies on successful language acquisition . It develops the viewpoint that learners' specific learning needs such as style preferences, age factors and learning strategy specifications should be taken into account while teaching English to students in the EFL classrooms.
Keywords: foreign language acquisition, age factors, learning styles, learning strategies and motivation.
There are some key factors influencing successful language acquisition in the procedure of language learning and teaching. These factors are mostly composed of some basic learner characteristics including personality, aptitude, and motivation, learning styles and strategies and the factor of age [3, 9]. From the perspective of age, it should be specifically noted that the relationship between age and success in second language acquisition is a complex and controversial subject matter dealt with in the research of language acquisition study.
In our opinion, it is important to clarify the concept of language acquisition at this point. The terms "language acquisition" and "language learning" are widely used in methodology, however, they carry different meanings and mostly understood in different senses. For example, Longman Dictionary of Language Teaching and Applied Linguistics defines these terms in the following way: language acquisition (n)-the learning and development of a person's language. The learning of anative first language is called first language acquisition, and of a second or foreign language, second language acquisition. Some theorists use "learning" and "acquisition" synonymously. Others maintain a contrast between the two terms, using "learning" to mean a conscious process involving the study of explicit rules of language and monitoring one's performance, as is often typical of classroom learning in a foreign language context, and using "acquisition" to refer to a non-conscious process of rule internalization resulting from exposure to comprehensible input when the learner's attention is on meaning rather than form, as is more common in a second language context. Still others use "acquisition" only with reference to the learning of one's first language.
In addition to the age factor influencing the language acquisition process, there are other key issues of teaching individuals a foreign language that should be taken into consideration during the teaching procedure. In this connection, it should be highlighted that learning styles and strategies are considered to be the most essential points to which English language teachers should pay much attention when they teach students a language. It is an irrefutable fact that the way students learn is different, therefore English language teachers should have the necessary skills for dealing with different learning styles and strategies in the classroom so as to enable their students to learn most efficiently according to their
