THE USE OF AUTHENTIC MATERIALS IN TEACHING OF READING

ИСПОЛЬЗОВАНИЕ АУТЕНТИЧНЫХ МАТЕРИАЛОВ ПРИ ОБУЧЕНИИ ЧТЕНИЮ

Юнусова Наргиза Шокир кизи

магистрант, Узбекский государственный университет мировых языков,

Узбекистан, г. Ташкент

Абдукаримова Гульбахор Бекмуратовна

научный руководитель, старший преподаватель, Узбекский государственный университет мировых языков,

Узбекистан, г. Ташкент

ABSTRACT

The purpose of this article, as a researcher I am interested in discussing reading skill, because in my point of view, reading can be done anytime, anywhere and with any media such as newspapers, magazines, textbooks, brochures and others. Different researchers describe reading process variously. According to Alderson reading as an enjoyable, intense, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. However another scientist stated that, “Reading is a process of putting the reader in contact and communication with ideas”

АННОТАЦИЯ

Цель исследования в этой дипломной работе, как исследователь, я заинтересован в обсуждении навыков чтения, потому что, с моей точки зрения, читать можно в любое время, в любом месте и с помощью любых средств массовой информации, таких как газеты, журналы, учебники, брошюры и другие. . Разные исследователи по-разному описывают процесс чтения. Согласно Олдерсону, чтение - это приятное, интенсивное, личное занятие, от которого можно получить много удовольствия и которым можно полностью погрузиться. Однако другой ученый заявил, что «чтение - это процесс установления контакта с читателем и его общения с идеями»

Keywords: English is one of the important subjects, authentic text and inauthentic text, alternatively use authentic text in teaching reading, Reading is a skill in English as one way to improve the students’ knowledge, reading is important in several ways.

Ключевые слова: английский - один из важных предметов, аутентичный текст и неаутентичный текст, в качестве альтернативы используйте аутентичный текст при обучении чтению, чтение - это навык на английском языке как один из способов улучшить знания учащихся, чтение важно по нескольким причинам.

Introduction. In this period, English is not a language which is difficult to find anymore. Almost every country in the world uses English as a tool of communication. English is a tool of communication because its function is to share information and to equalize the different culture among countries. This is used in international conferences, education or in business. This is the international language that everyone in every country has to understand. Therefore, learning English become a must to all over the world including Uzbekistan. In Uzbekistan, English subject is taught as a second language English as a Second Language (ESL) in the education system that makes language teachers teach it related to the language students communicate. Creating the competent students in English certainly teachers will link students with four skills. The skills are listening, speaking, reading and writing. Listening and reading are receptive skills, meanwhile, speaking and writing are productive skills. Receptive skills means those skills in which the students receive language, while productive skills is those skills in which the students produce language. Therefore, receptive skills include understanding when you listen and when you read. You receive the language and decode the meaning to understand the message. Productive skills are speaking and writing. You use the language that you have acquired and produce a message through speech or written text that you want others to understand. Additionally, for teaching Reading there are two kinds of text that can be used: authentic text and inauthentic text. Authentic texts are those which are taken from real life communication and not designed for language teaching and learning purposes, for example: newspapers, magazines, advertisements, brochures, product wrappings, menus, etc. The majority of scholars define authentic text as text which are designed for native speakers; they are real texts, designed not for language students, but for the speakers of the language. Nowadays there are recommendations that the language should be authentic. Inauthentic texts are those which are designed for language teaching and learning purposes. Their main characteristics are topical and or linguistic simplification, modification, and adjustments according to the level and experience of the target students, such as: text books, students’ work sheets, graded materials, and teacher-made texts, etc.

1. English as a tool of communication; In Uzbekistan in most English language classrooms students follow some kind of text books. This may be supplemented by handouts or other learning materials specially designed for language learning. There are good reasons for using such inauthentic texts as they often focus on discrete learning points and have a controlled gradual progression. However, authentic texts may have some advantages over inauthentic ones. For instance, they may be more up to date, more interesting, more alive, factual and relates more closely to the students’ needs and hence provide a link between the classroom and the students’ needs in the real life. So that, I have decided to research how effectively to apply authentic texts in learning a language  because based on my observations and experience as a language learner that the English teachers tends to use inauthentic text (textbooks) in teaching reading and truly they  alternatively use authentic text in teaching reading. As a result, the students are motivated in learning reading when authentic texts included and it positively influenced their reading comprehension skill. The aim of this study is to examine what prior research says about the use of authentic texts in the ESL classroom. The research questions that this study therefore aspires to answer are as follows:

• How do you motivate the students?

• Is there a connection between the choice of texts and student motivation?

• What are teachers’ and students’ attitudes towards textbook texts and authentic material?

• In relation to the question above – which of the above-mentioned types of text do teachers and students prefer?

2. Reading Comprehension; Reading is a skill in English as one way to improve the students’ knowledge. In reading, they should have an ability to obtain the information presented by the author in reading text item. Reading is interacting with language that has been coded into print. In addition, reading comprehension is understanding the written text by means of extracting of required information of it as effective as possible.

Conclusion: The meaning of reading comprehension in this research works is the students learn to find the main idea of a text (skimming) and specific information (scanning) by using authentic texts. Comprehension involves understanding vocabulary, seeing the relationships among words and concepts, organizing ideas, recognizing the author’s purpose, making judgment, and evaluating. It is showed that students who are able to read and comprehend the text will not only get the meaningful information, but also the brilliant knowledge achieved by them. Furthermore, Comprehension involves prior knowledge, knowledge of text structure, and an active search for information. Comprehension and prior knowledge mean the simplest definition of comprehension which understand the new information in light of what we already know. It means that readers have in their mind frameworks that organize their knowledge of the world. The processing the texts similarly or differently, students may have non-identical interpretation of the texts. It shows that, language learners may process the text in similar ways but comprehend differently, or process the texts in a different way but comprehend similarly. In this point of view, students’ comprehension in getting the essence of information in the passage is depend on how they interpret the content of the texts. Reading is one of the most critical skills in second language learning. Thus, reading is important in several ways. Primarily, reading is a tool of learning. Furthermore, reading refines the readers’ thinking development which depends on language.

Reference:

1. Aftab, A., and Salahuddin, A. (2015). Authentic texts and Pakistani learners’ ESL reading comprehension skills: A mixed-method study. Language Education in Asia, 6 (2), 122-135.
2. Akbari, O., and Razavi, A. (2016). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education, 5 (2), 105-116.
3. Alderson, J. C. (1984). Reading in a foreign language: a reading problem or a language problem. Reading in a foreign language. London: Longman.
4. Bacon, S. M. and Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of University foreign students. Modern Language Journal, 74 (1), 459-473.