Аuthеntic rеаding sоurcеs in tеаching еnglish fоr studеnts оf pеdаgоgicаl univеrsitiеs

Аннотация

An important task of the modern higher education system is teaching reading. This has led to an increase in educators’ motivation for the target language as materials and technology have been chosen properly. The following article emphasizes the importance of authentic materials in teaching English during the lesson. Using authentic materials during the lesson gives several opportunities to achieve success in learning a foreign language. Authentic materials are basic sources of information to develop learners’ interest. Opinions which are used in this article will be useful for the teachers and students who are used authentic materials during the lesson. Key words: authentic materials, teaching reading, language learning, text, real, understand There has been a growing interest in using authentic materials for the teaching of reading. In order for learners to acquire the target language, teachers need to present the real reading situation of the language. Although authentic materials have a positive impact on learners and teachers, they may give difficult for readers to catch and understand the text. Thus, some considerations should be taken in order to develop appropriate and effective reading skills. Reading means different things to different people, for some, it is recognizing written words while for others it is an opportunity to teach pronunciation and practice speaking. However, reading always has a purpose. It is something that we do every day, it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. The reason for reading depends very much on the purpose of reading. The use of authentic materials in the classroom is discussed, with the student benefiting from the exposure to real language being used in a real context. Other aspects which prove positive when using authentic materials are that they are highly motivating, give a sense of achievement when understood, and encourage further reading. They also reflect the changes in the use of language, there is a wide variety of text types, and they are also very versatile (they can be used in different ways to promote different skills) and can be used more than once as well Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 150 as be updated. Anything can be used as authentic material but for developing reading one of the most useful resources is the Internet, with large amounts of varied material being easily accessible. One of the main reasons for using authentic materials in the classroom is once outside the “safe”, controlled language learning environment, the learner will not encounter the artificial language of the classroom but the real world and language and how it is really used. The role of the teacher is not to delude the language learner but to prepare him, giving him the awareness and necessary skills so as to understand how the language is actually used. When considering the use of authentic materials, Widdowson wrote: “It has been traditionally supposed that the language presented to learners should be simplified in some way for easy access and acquisition. Nowadays there are recommendations that the language presented should be authentic” (Widdowson 1990:67). asking whether their use is “inconsistent” with the principles of Communicative Language Teaching (CLT). Authentic texts have been defined as “…real-life texts, not written for pedagogic purposes” (Wallace 1992:145). They are therefore written for native speakers and contain “real” language. They are “…materials that have been produced to fulfill some social purpose in the language community.” (Peacock (1997) in contrast to non-authentic texts that are specially designed for language learning purposes. The language in non-authentic texts is artificial and varied, concentrating on something that has to be taught and often containing a series of “false-text indicators” that include: – perfectly formed sentences (all the time); – a question using a grammatical structure, gets a full answer; – repetition of structures; – very often does not “read” well. The artificial nature of the language and structures used, make them very unlike anything that the learner will encounter in the real world, and very often they do not reflect how the language is really used. They are useful for teaching structures but are not very good for improving reading skills (for the simple fact that they read unnaturally). They can be useful for preparing the learner for the eventual reading of “real” texts. If authentic texts have been written not for language learning purposes but for completely different ones, where do they come from and how are they selected? The sources of authentic materials that can be used in the classroom are infinite, but the most common are newspapers, magazines, TV programs, movies, songs, and literature. One of the most useful is the Internet. Whereas newsp