Course Paper on teaching English effectively, Study Guides, Projects, Research of Research Methodology

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THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN NATIONAL UNIVERSITY OF UZBEKISTAN NAMED AFTER MIRZO ULUGBEK FACULTY OF FOREIGN PHILOLOGY DEPARTMENT OF COMPARATIVE LINGUISTICS Specialty: 5111400 – Foreign language and literature (English) COURSE PAPER USING AUTHENTIC AUDIO MATERIALS IN TEACHING ENGLISH AT SECONDARY SCHOOLS SUBMITTED BY: 3rd year student of 301a-group Sayfutdinova Umida SCIENTIFIC ADVISER: Ph.D., Soliyeva M.A. Tashkent - 2020 O’ZBEKISTON RESPUBLIKASI OLIY VA O’RTA MAXSUS TA’LIM VAZIRLIGI MIRZO ULUG’BEK NOMIDAGI O’ZBEKISTON MILLIY UNIVERSITETI XORIJIY FILOLOGIYA FAKULTETI QIYOSIY TILSHUNOSLIK KAFEDRASI Mutaxassislik: 5111400 – Xorijiy til va adabiyot (ingliz tili) KURS ISHI UMUMTA’LIM MAKTABLARIDA INGLIZ TILINI O’QITISHDA SAHIH AUDIO MATERIALLARDAN FOYDALANISH BAJARDI: 301a-guruh, 3-bosqich talabasi Sayfutdinova Umida ILMIY RAHBAR: f.f.n., Soliyeva M.A. Toshkent – 2020 INTRODUCTION The current level of development of society requires a high quality of teaching a foreign language in secondary school, which, in turn, requires a thorough search for effective methods of teaching a foreign language, namely English. In recent years, Uzbekistan's educational institutions have paid great attention to teaching foreign languages. At the same time, the analysis of the current system of organization of foreign language learning shows that educational standards, curricula and textbooks do not fully meet modern requirements, especially in terms of using advanced information and media technologies. The analysis of domestic and foreign methodological literature revealed a great potential for attracting authentic audio materials as a means of teaching English. In order to radically improve the system of teaching foreign languages to the younger generation, training specialists who are fluent in them, by introducing advanced teaching methods using modern pedagogical and information and communication technologies, and on this basis, creating conditions and opportunities for their broad access to the achievements of world civilization and world information resources, developing international cooperation and communication, it is established that, starting from the 2013/2014 academic year, the study of foreign languages, mainly English, gradually, throughout the Republic of Uzbekistan, it begins with the first classes of secondary schools in the form of game lessons and speaking lessons, and starting from the second class-with the acquisition of the alphabet, reading and grammar; the teaching of certain special subjects in higher education institutions, especially in technical and international specialties, is conducted in foreign languages; providing students and teachers of General secondary and secondary special institutions with textbooks and teaching materials in foreign languages. The topicality of the theme of research: is to investigate the efficient and appropriate use of authentic audio materials in English language teaching process at secondary schools. The aim of the study: is to identify the effectiveness of using authentic audio materials in teaching English classes at a secondary school. The tasks of the study are: 1. Identify the essence of authentic material; 2. Study the using authentic audio materials as a tool for improving the language skills (reading, speaking, writing and listening); 3. Effective implementation of authentic audio materials in teaching English; 4. Advantages of applying authentic audio materials in ESL / EFL classroom at secondary school. The object of the study: is teaching foreign language, namely English. The subject of the study: is using authentic audio materials in the process of teaching English in secondary school. The methods of the research work are: - Descriptive method - Statistics method - Study and generalization of the domestic and foreign practice - Theoretical analysis and synthesis Novelty of the research work: is an implementing and productive using of authentic audio materials in teaching English language at secondary schools to help the pupils acquire English relying on “real-life” context. The theoretical and practical values of the research work: the given research work is a particular contribution to the development of the theoretical foundations of the English language teaching process and classification of the authentic, “real-life” context, materials. The practical value is in embedding the research results in making of textbooks, manuals as well as in the preparation of the lectures and demo-lessons. The structure of the research work. This course work consists of an introduction, two chapters, conclusion, resume and a list of used literature. fairy tales, interviews, popular science and country studies texts. They also emphasize the importance of preserving the authenticity of the genre and the fact that genre-composition diversity allows students to familiarize themselves with speech clichés, phraseology, and vocabulary associated with various spheres of life and belonging to different styles. Given these obstacles, some authors allow methodical processing of text that was created for non-academic purposes, without violating its authenticity, as well as the preparation of text for educational purposes, taking into account all the parameters of authentic educational production. In the works of foreign and domestic researchers we find a variety of terms for such texts: * semi-authentic texts; * edited authentic texts – edited authentic texts; * adapted authentic texts-roughly-turned authentic texts; * texts that are close to authentic-near-authentic texts; * educational and authentic texts; Thus, it can be concluded that there is no single definition of authentic materials, their classification, and opinions about their primary use in teaching a foreign language in Russian and foreign methods. It should be emphasized that teaching a natural, modern foreign language is possible only if the materials taken from the life of native speakers or compiled taking into account the peculiarities of their culture and mentality in accordance with the accepted and used speech norms are used. The use of such authentic and educational materials, which are a natural speech product created for methodological purposes, will allow for more effective training of all types of speech activity to simulate immersion in the natural speech environment in foreign language lessons. Although the use of authentic materials in the classroom has become general practice during the previous 30 years, the issue of authenticity has been one of the most debatable aspects in the ground. However, the need or usefulness of authentic materials has been increasingly recognized especially in non-native countries as Iran. Empirical studies have demonstrated the positive effects of utilizing authentic texts by language learners. For example, some researches show that using authentic materials leads to oral language development2. Moreover, some other studies have confirmed that using authentic materials has great influence on developing reading comprehension by presenting new words and expressions to students. Harmer (1991)3 points out that these are only authentic materials which actually develop students’ listening and reading skills. Furthermore, some investigators mention that developing students’ strategies in comprehending authentic texts will lead to developing their writing proficiency in the target language learning. According to Rogers and Medley (1988)4, if students are to develop a functional proficiency in the language and to use the language communicatively in the real world, they must 2 Bacon & Finneman, The Use of Authentic Materials in Teaching English, 1990., pp. - 53-55. 3 Harmer, S. A. The Use of Authentic Materials in the Teaching of Reading, The Reading Matrix, 6(2): 1991., pp. - 23-27. 4 Rogers and Medley. Listening for Real in the Foreign-Language Classroom .Foreign Language Annnals, 22, 1988., pp. - 543-551. begin to encounter the language of that world in the classroom. Also, learners need opportunities to practice using the language to cope with everyday situations they might face outside the classroom. 1.2. Appropriate selection of authentic audio materials in teaching methods for developing language skills At which level authentic materials can be used? This question creates controversy in English language teaching for some researchers argue that authentic materials are only fit to serve in intermediate and advanced English classroom. While some others believe that all students at any level are possible to learn through authentic materials. They suggest that exposure to authentic materials should start in the earliest stages of language learning, asserting that an early exposure to such texts will help students develop convenient strategies for more difficult tasks later on. The creative English teacher can always find real- world contextual materials which can be used to meet their classroom needs of materials.5 Selection of authentic materials. The best content to select depends on the learners, their level of English and the course content the teacher wishes to focus on. It’s also a good idea to find out the learners’ interests – after all, there’s no point trying to get students fascinated by a text on the latest sci-fi movie if they’re all fans of action films. The materials should reflect a situation that learners may face in an English- speaking environment – this will help them transition into a world where 55 https://www.fluentu.com/blog/educator/authentic-materials-in-foreign-language-teaching creates conditions for the most effective immersion in the language environment in the classroom. English is taught from the elementary school to the university. The main purpose of the subject is to make the students able to communicate and express their ideas in English but for knowing it all, the students have to know more about vocabularies and more extensive reading to make them easy in reading English text book and write information in English. The students used language in order to communicate to one another, to express their personal reaction to situation. Listening skill is one of the important skills of four language learning skills. On the other hand, it is estimated that nearly 90 percent of the class time in high school and university is spent in listening to discussion and lectures. Oxford Dictionary defines it as make an effort to hear something: listen to the radio; listening for the bell. In teaching listening comprehension or the other language skills, one of the most factors which should be paid attention by teachers is the materials. One way to prepare ESL students for encounters with real language is to apply real language or authentic speech in the ESL.6 Therefore, many English teachers or facilitators seeking the innovative and trends for teaching and developing a skill of the students. One of them is using an authentic material in teaching English in the classroom. Used the term authentic to refer to language samples, that reflect a naturalness of form, and an appropriateness of cultural and situational context is important to find out some methods to solve the problems that faced by the students. One way to attract the students’ attention in learning English especially for listening is using whispering games. The use of whispering game as a strategy in teaching 6 D.Tamo. The Use of Authentic Materials in Classrooms. International Journal Article 9 in LCPJ. , 2009., pp. – 1-10. listening helps the students to be an active listener. Active listening make the students listen with an active mind so that they can understand and know about the meaning. The use of whispering game in the classroom make the students interested and enjoyed in learning language because the students have to change to be a prompter and each group works hard become the winner. When learning is fun, they can remember what they have learned. The sources of authentic materials (whether spoken or written) are endless. The most common sources are newspapers, magazines, TV, video, radio, literature, and the internet. Although radio is easy to use, the comprehensibility of its input is the most difficult for language learners because all non-verbal information is missing. Pictures, movements, colors and body language of TV and video, unlike radio, allow learners to access non-verbal information; therefore, TV and video are easier for the language learners to comprehend. Yet it is the internet that is assumed the most useful source. As printed materials date very quickly, the internet is always updated, is interactive, and provides visual stimulation. Moreover, comparing to the other sources, the internet is more useful. Because, teachers can get articles, audio scripts, podcasts from the internet. However, TV is the most used medium for obtaining authentic listening materials for language instruction.7 7 https://moluch.ru/archive/70/11992/ CHAPTER II. APPLYING AUTHENTIC AUDIO MATERIALS IN TEACHING PROCESS OF ENGLISH LANGUAGE AT SECONDARY SCHOOL AND BENEFITS FOR THE LEARNERS. 2.1 The various ways of applying authentic materials in teaching English at secondary school. There are lots of resources available to English language teachers today: from textbooks to online teaching tools, they can all aid and enrich English lessons. Many teachers also introduce authentic English material into their lessons to expose learners to the language as it is spoken in the real world. The following strategies are modified from the publication, creating authentic materials and activities for the ESL/EFL classrooms. Nowadays, authentic listening material can be easily found online. News websites including BBC (British Broadcasting Corporation), CNN (Cable News Network), and ABC (Australian Broadcasting Corporation) all contain video clips with subtitles in English, which are perfect for reading-whilst-listening ones that are not mentioned in the dialogue and have them circle the ones they hear.). Feedback: check students’ answers. If necessary, play the dialogue again. Write the words on the board and have your students pronounce them. Step 3: Free Practice. Time: 15-20 min; Interactive pattern: group work; Aids: paper, pens, markers, realia Divide the class into two groups. Each group will have to brainstorm different kinds of restaurants (coffee shop, tea house, steak house, Chinese restaurant, etc.). Then they have to choose the one they would like to own and create a menu for their own restaurant. Once each group has created the menu, split the groups and have them role-play a conversation, asking about and ordering their favourite food based on the menu created by the other group. 2. Songs: recognizing English lyrics. Listening to songs with English lyrics is a great way of boosting skills in listening and pronunciation, and confidence in using the language. And students will always respond positively to a lesson that involves their favourite singer or bands. Ask your learners to write down their favourite artist and a song by them that they like and have listened to a few times. They can then try to remember the lyrics, or look at the video on YouTube – they only need to write down a few lines of the song. Then ask them to really listen to the lyrics for useful vocabulary, phrases and expressions for everyday language that includes colloquial speech. The language used in lyrics can be casual, tell a simple story or convey strong emotions, which should help learners to establish a connection with the language because it will give them new ways to describe their feelings in different situations. You could even ask them to come up with alternative words, as a way of further increasing and using their vocabulary. Some song lyrics are commonly misheard, so you could create a quiz in which learners have to choose the next words – words that grammatically fit into the lyrics. This can be a funny lesson – for you as well as your students! 3. Time in class is limited. Teachers’ teaching is just one of the learning resources for the students. Teachers should raise students’ cultural awareness, and encourage them to learn the target culture by themselves. The following is the suggested procedure:  The teacher prepares some groups and divides the whole class into four groups.  The teacher provides four topics for each group. (The students are allowed to find their own topics if they like). Then they are expected to search as much information as possible on the selected topic. After this, they should hold a discussion with their group members on the found information and decide how and who gives the report.  On the “report day”, the four representatives give their reports one by one. Instead of reading the report, they are asked to retell what they have prepared. The rest of the students should regard this class as a listening practice and respond to it after the report. 8  When the reporter finishes, the students can ask whatever questions related to the report. If the reporter cannot give the answers, he/she can turn to his/her group members. The students may benefit in two ways if they carry on this plan. First, in the report section, students in fact make a listening class by themselves. Every student is getting involved in this process, so they are highly motivated and willing to listen to each other very carefully. Second, in the preparing process, students may read quite an amount of cultural information, and deal with various authentic materials. Their knowledge on culture is enriched. Day by day, when they come back in the listening classroom, they may find that the authentic listening materials are no longer so difficult, and when they go outside the 8 Martinez Usage of Authentic Materials at secondary schools., 2000., pp. – 20-25 classroom, they may find it easier to communicate with native speakers. 4. Weather Report: There Is a Blizzard on the Way!9 Familiarize your students with the U.S. climate by exposing them to weather reports. While you can definitely do your search of “weather reports” on Google, www.weather.com is the perfect place to go. As a national and local weather forecast, Weather.com features a wide range of weather reports as well as some interesting aftermath disaster analysis. Want to know what happened to the MS World Discover Cruise ship after it was wrecked in 2000? Weather.com will tell you! Another great feature of Weather.com is that not only does it provide short weather write-ups, but also mini-clips to brush up your students’ listening comprehension. Read a weather report or watch/listen a report from Weather.com in class. Feel free to ask your students to do further research on the subject and make a mini-lesson/presentation that:  summarizes key points in the weather report  teaches 2-3 vocabulary related to the weather condition  gives practical tips on how to prepare for this kind of catastrophe Is there a blizzard on the way? Your students can tell you all about it! 2.2. Benefits of applying authentic audio materials in ESL / EFL classes at secondary school Debate has emerged as to the advantages and disadvantages of using authentic materials in teaching listening. There are those who argue that use of authentic materials in teaching listening is more beneficial both to the learners and to the instructors as compared to the use of scripted materials. On the extreme end of the continuum are those who argue that it is more beneficial to 9 https://study.com/academy/lesson/authentic-learning-activities-examples-lesson-quiz.html expressions more than in written language. When the learners make use of authentic listening materials in their learning of listening skills, they are exposed to these features, and are thus able to adapt to the real language where they are used more easily.  Varying environmental features - The environmental features of the authentic and the scripted listening materials also do vary. For example, authentic materials are characterized by a lot of background noise, which is filtered and more often than not eliminated in scripted materials. Also, it’s believed that noise is usually caused by interference which may be internal or external to the listener, interference that affects the listening and comprehension of the spoken language. Internal noise may be for example lack of attention on the part of the listener or the inability to comprehend the words spoken.  Reflection of the changes in the world - As indicated earlier in this paper, authentic listening materials have contents that are regularly updated and as such reflect the reality of the social world. This content in extension reflects the changes that are taking place in the social world, the world within which the learners live. For example, the language that was used by the older generation in their teens has drastically changed, and the contemporary teenager speaks in a language full of slangs and idioms that are so unlike those used by their elders. Authentic listening materials reflect these changes in language and other attribute of the social world. The advantages of using authentic materials in teaching listening are not without riding limitations and disadvantages that sometimes make it inappropriate to use them in the classroom. Some of these disadvantages are elaborated on below:  Cultural Bias - The materials, as much as they reflect the social reality of the world within which the learners exist, may be too culturally biased as to make no sense at all to the learners. This is especially so if the materials are used in their raw form with no editing or support to adapt them to the classroom environment. As such, the content of the materials may not make sense outside the culture within which the native speakers of the language exist.13  Difficulty of the Language - It has been noted that authentic materials are rarely edited to accommodate the different needs and competence of different learners. This is given the fact that such editing may interfere with the authenticity of the material. As such, sometimes the language used in the materials may too hard to be comprehended by learners, especially those at elementary levels. The language of the materials may too complex for these learners. Take for example an interview with a market analyst, who keeps using jargon to refer to practices in their field. As much as this interview exposes the learners to the reality of the marketing field, the complex language may hamper the development of their listening skills.  Unavailability of the Materials - There are instances where it is hard for the instructors and the learners to access authentic materials to use in the classroom. This is for example when the learners are engaged in learning a foreign language. Given that the language is foreign to the land and to the learning environment, coming into contact with such materials may be hard. For example, the instructor may find it hard to access newspaper articles that are reported with the language that they are engaged in. The 13 Berardo, S. A. The Use of Authentic Materials in the Teaching of Listening, The Listening Matrix, 2006., pp. - 13-17. process of acquiring the authentic listening materials in such situations may be costly and time consuming both to the learners and to the instructors. This makes the use of authentic listening materials in teaching an unattractive alternative to the learners and the teachers, as it is more costly than the use of script materials such as books. The use of authentic listening materials in teaching listening has been embraced by many instructors and learners in contemporary society. This is given the many advantages that this form of learning has over the use of scripted materials. For example, the materials expose the learner to the real world, they reflect the changes in the world and they are more relevant to the learners. However, there are several disadvantages that make the use of this technique unattractive. This includes the irrelevancy of some of the items in the materials and the exorbitant costs that are incurred in accessing these materials by the learners and the instructors in some cases. However, when all the factors are considered, it appears that the use of authentic materials in teaching listening is more beneficial than it is costly.14 14 https://www.ukessays.com/essays/english-language/effect-of-authentic-listening-materials-english- language-essay.php RESUME Современный уровень развития общества требует высокого качества преподавания иностранного языка в общеобразовательной школе, что, в свою очередь, требует тщательного поиска эффективных методов преподавания иностранного языка, а именно английского. В последние годы в учебных заведениях Узбекистана уделяется большое внимание преподаванию иностранных языков. В целях кардинального совершенствования системы преподавания иностранных языков подрастающему поколению, подготовки специалистов, свободно владеющих ими, путем внедрения передовых методов обучения с использованием современных педагогических и информационно- коммуникационных технологий и на этой основе создания условий и возможностей для их широкого доступа к достижениям мировой цивилизации и мировым информационным ресурсам, развития международного сотрудничества и коммуникации установлено, что, начиная с 2013-2014 учебного года, изучение иностранных языков, преимущественно английского, постепенно, на всей территории Республики Узбекистан она начинается с первых классов общеобразовательных школ в форме игровых уроков и уроков устной речи. Актуальность темы исследования: Исследование эффективности и целесообразности использования аутентичных аудиоматериалов в процессе преподавания английского языка в общеобразовательных школах. Цель исследования: выявить эффективность использования аутентичных аудиоматериалов при обучении английскому языку на уроках в общеобразовательной школе. Задачами исследования являются: 1. Определение сущности аутентичных материалов; 2. Изучение использования аутентичных аудиоматериалов как инструмента для совершенствования языковых навыков (чтение, говорение, письмо и аудирование); 3. Подбор и внедрение аутентичных аудиоматериалов в преподавание английского языка; 4. Преимущества и недостатки применения аутентичных аудиоматериалов в средней школе. Объект исследования: обучение иностранному языку, а именно английскому. Предмет исследования: использование аутентичных аудиоматериалов в процессе преподавания английского языка в общеобразовательной школе. Теоретическая и практическая ценность исследовательской работы: данная исследовательская работа является особым вкладом в разработку теоретических основ процесса обучения английскому языку и классификацию аутентичного, “реального” контекста, материала. Практическая ценность заключается во внедрении результатов исследований в создание учебников, учебных пособий, а также в подготовку уроков, лекций и демонстрационных занятий. THE LIST OF USED LITERATURE 1. Berardo, S. A. The Use of Authentic Materials in the Teaching of Reading, The Reading Matrix, 2006. pp. - 23-27. 2. Hwang, C. C. Effective EFL Education through Popular Authentic Materials, Asian EFL Journal, 2005. pp. - 7-11. 3. Lingzhu, J. and Yuanyuan, Z. The Use of Authentic Materials in Teaching EFL Listening, Humanising Language Teaching, 2010. pp. - 1290-1299. 4. Porter, D., & Roberts, J. Authentic listening activities. English Language Teaching Journal, 1981. pp. - 37-47. 5. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам: Лингводидактика и методика.-2-е изд., испр. - М.: Академия, 2005., стр.- 25-35 6. Колкер Я.М., Устинова Е.С. Обучение восприятию на слух английской речи. М., 2002., стр.- 55-75 7. Носонович Е.В., Мильруд Р.П. Критерии аутентичного учебного текста // Иностранные языки в школе. 1999. №2., Стр. 16-18. 8. Bacon, S.M. Listening for Real in the Foreign-Language Classroom .Foreign Language Annnals, 1989. 22, рр. - 543-551 9. D.Tamo. The Use of Authentic Materials in Classrooms. International Journal Article 9 in LCPJ., 2009. pp. – 278-280. 10. Herron,C.A.,& Seay ,I. The Effect of Authentic Oral Texts Student Listening Comprehension in the Foreign Language Classroom. Foreign Language, 1991. pp. – 253-257. 11.Mishan, Freda. Designing Authenticity Language Learning Materials, 2005. pp. – 25-35.