Existing Some Problems And Solving Them With Some Effective Strategies In Teaching Speaking Among Learners

Аннотация

This article devoted the variety of existing approaches to understanding authenticity in the methodology of teaching a foreign language, we will use the traditional interpretation when by authentic it is customary to understand materials that were created by native speakers and found application in the educational process, focused on a communicative approach to teaching a foreign language outside the language environment. Key words: Authentic materials, different approaches, teaching children, educational interaction, authenticity of interaction, 4 types of authenticity. The problem of authentic materials used in teaching foreign languages causes a lot of controversy in itself. The very concept of authentic materials appeared in the methodology not so long ago, which is associated with the modern setting of goals for teaching a foreign language. In the modern foreign and domestic methodology, the term "authentic materials" has practically replaced the term "original materials", which was used earlier. At the same time, the degree of authenticity of educational materials is a serious methodological problem. There are different approaches to describing all aspects of identity. Let's look at some of these approaches. Widdowson considers authenticity not so much as a property inherent in a speech work, but as a characteristic of the educational process. It distinguishes between the concepts of "authenticity" and "authenticity". All cases of using the language for non-academic purposes are considered authentic. Authenticity is considered as a property of educational interaction. Therefore, it is not enough to bring a clipping from a foreign newspaper to class, but to make the process of working on it authentic. Teaching children to perceive work on the text not as an exercise, but as authentic communication activity, the teacher encourages natural interaction in the classroom. In other words, authenticity in methodological terms is not something brought from outside in the form of a text intended by the author for native speakers, and not for foreigners. Authenticity is created in the learning process, in the course of students ' interaction with the text, with the teacher, and with each other. This removes the traditional contrast between the language used in the classroom and the "real" language. "Instructional "does not necessarily mean" inauthentic"; it all depends on how the training material will be used. 232