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USING AUTHENTIC MATERIALS IN TEACHING FOREIGN
LANUAGES Melibayeva Z.U.
Melibayeva Zarifa Umarovna - Teacher, DEPARTMENT OF PRACTICAL AND THEORETICAL DISCIPLINES OF FRENCH, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses importance of authentic materials .It is the most crucial aspect that teacher can use so as to make their teaching process go smoothly and be relevant transferring knowledge to all students. At the current time it seems to be significant that students have demand to authentic learning situations which have a relation to the real world in which they can have the opportunity to practice language using authentic materials. Authentic materials can help students to improve and enrich the language classroom. The aim of this article is to offer a new flourishing how language teaching can be improved through the use of authentic materials in classes.
Keywords: authentic learning, communicative approach, language teaching, authentic material, interaction, learning process, classroom activity.
УДК 81-139
Introduction. The use of authentic materials in the language classroom has been widely considered to be beneficial to the language learners in different aspects. Efforts have been made in investigating the advantages that the authenticity of language materials may bring and positive results have been reported. Harmer states that authentic materials can provide great benefits to learners in the production and acquisition of language with a boost in their confidence in real-life use. Additionally, Peacock claims that learners' levels of on-task behavior, concentration and involvement can be increased by using authentic materials greater than employing artificial ones.
Methodology. Researchers claim that when authentic materials are used with the purpose of students learning, students will have a sense that real language for communication is being learnt, as opposed to classroom language itself. In the contrast to the text books, authentic materials are more effective, active and stimulating. Klein states that one of the characteristics of communicative language is using authentic materials.1 Communicative language teaching approach changes the view of syllable designers toward French or English subjects. Nowadays there are a lot of voices supporting that foreign language performed to learners in the classroom, have to be authentic materials so as to enhance learners learning process. Peacock illustrates authentic materials as the materials that have been produced to fulfill some social purposes in the language community.
Authentic materials can be written or spoken. As an example a radio news report was brought was brought into class, so students discuss the report on environment where learners live.2 There are other examples for authentic materials that they are authentic listening materials: such as radio news, cartoons, and songs. Second one is visual materials: such as street signs, magazines and newspapers pictures, post cards. Authentic printed materials can be sports reports newspapers, restaurants menus, train tickets, etc. These kinds of materials are meaningful to bridge the gap between classroom and the real world. Languages taught in the classroom must be linked to its functions in the real world .Using inappropriate teaching materials makes learners face challenges in learning language. Learners have to be motivated and inspired to succeed in learning any language. Furthermore, teaching materials must be motivating and increase learner's interest. If they are not handy learners will learn
1 Klein B.Stephen. Learning Principles and Applications. -New York:Cambridge University Press. 1996.
2 Nunan David. Language Teaching Methodology. -Hemel Hempstead: Phoenix, 1995.
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nothing .In order to help learners learn better, a lot of researches suggest using authentic materials. It is obvious that the use of authentic materials in language teaching is supported by many researchers and it is regarded that as a useful means to motivate learners, arouse their interest and expose them to real language they will face in the real world. 1
Learners of foreign language can benefit from those materials as much as from those produced only be native English speakers without the fear that they will learn the "wrong language" as those learners will eventually become the real speakers of this ever-evolving language.2
We think that among these teaching aids, pop and folk song are materials that best reflect young people's concerns as they often relate to important trends in modern society. Young people enjoy original folk and pop songs because of their authentic cultural content.3
"In our time, it is hard to escape music and song as it occupies ever more of the world around us: in operating theatres, restaurants and cafes, shopping malls (muzak), at sports events, in our cars, and literally everywhere. It would seem that the only place music and song is slow to catch on is in schools"4
Conclusion. It can be argued that the definition of authentic materials, while attempting to set ground for English teachers to develop their own criteria for choosing what is best to use, needs to become more flexible in a way that the changing environment of language use in the 21st century should be taken into account. The assumption of "native speakers" should be understood differently and all those who use English for real communication purposes should have the authority in creating materials that can be employed as "authentic" in the English classroom.
References
1. Harmer J. How to Teach English. Addison Wesley Longman Limited, 1998.
2. Klein B.Stephen. Learning Principles and Applications. New York:Cambridge University Press, 1996.
3. Nunan David. Language Teaching Methodology. Hemel Hempstead: Phoenix, 1995.
4. Papa M, Iantorno G. Famous British & American songs. Longman Group Limited, 1979.
5. Thornburny Scott. An A-Z of ELT. London: McMillan Publishers, 2008.
6. Penny U.R. A Course in Language Teaching. Cambridge: Cambridge University Press.,2004.
7. [Electronic Resource]. URL: http://en.wikipedia.org/wiki/We_Are_the_World/ (date of access: 18.12.2019).
1 Thornburny Scott. An A-Z of ELT. London: McMillan Publishers. 2008.
2 U.R. Penny. A Course in Language Teaching. Cambridge: Cambridge University Press. 2004.
3Papa M, Iantorno G. Famous British & American songs. Longman Group Limited -1979, p. 7.
4 http://en.wikipedia.org/wiki/We_Are_the_World.
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