scholarly journals The use of realia and authentic materials in task-based reading activities

2021 ◽  
Vol 2 (5/S) ◽  
pp. 325-329
Author(s):  
Malika Khidirova ◽  
Shakhnoza Nashirova
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Professional Life ◽  
Teaching English ◽  
Authentic Materials ◽  
Cultural Information ◽  
Technology In Teaching ◽  
The Everyday ◽  
Real Objects ◽  
Reading Activities

In recent years, many researchers have been paying more and more attention to developing a methodology for teaching a foreign language using realia (real objects) and authentic materials: newspapers, television, internet, and technology in teaching English as a foreign language. Authentic materials are borrowed from the everyday and professional life of native speakers and carrying reliable linguistic and cultural information in the field of the studied profession, in particular, include news articles. Realia can include things like photographs, garments, and kitchen objects. Obviously, real objects will allow activities to increase the motivation of students, to contribute to the fulfillment of the task. This article discusses the use of realia and authentic materials in task-based reading activities.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals REIMAGINING LITERATURE IN THE ENGLISH LANGUAGE TEACHING CONTEXT IN THE RUSSIAN AND ARMENIAN HIGHER EDUCATION

2021 ◽  
Vol XII (35) ◽  
pp. 137-155
Author(s):  
Mariana S. Sargsyan ◽  
Evgeniia V. Zimina
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
University Departments ◽  
Teaching Context ◽  
Reading Activities

The paper aims to discuss the role of literature in teaching English as a foreign language. The interest in the topic is caused by the growing need to improve the content and approaches to teaching English as a foreign language at university departments that train teachers, linguists and philologists. The underlying argument is that the inclusion of literature in the language-teaching syllabus, the careful choice of the material and the appropriate means of its teaching may facilitate the assimilation of the language knowledge and enhance cultural knowledge. Further, the paper argues that the use of literature may be beneficial in terms of increasing the functional literacy of language learners. Translation and visualization are discussed as highly productive means of helping students fight the feeling of disorientation in text. To enhance the efficiency of the use of literature in class the authors offer a number of approaches to reading activities. The discussion and our observations can be helpful for all those specialists who face the dilemma of including literature in teaching English as a foreign language or are reconsidering their techniques of teaching literature by adapting it to the needs of learners

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

scholarly journals A Plea for Teaching English as a Second/Foreign Language Through Its Native Speakers’ Culture

2020 ◽  
Vol 11 (1) ◽  
pp. 93
Author(s):  
Mohammad Almutairi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Empirical Studies ◽  
Teaching English ◽  
Language Curriculum

This study aims to narratively investigate the rationale of the first school of thought that supports and pushes towards introducing native speakers&rsquo; culture in the English language curriculum. It presents the researchers&rsquo; arguments and justifications for this belief and its promotion. It also discusses their findings and the results from the empirical studies that they have conducted in different countries, which support their school of thought.

scholarly journals Investigating digitized authentic materials: Pre-service teachers� voice

2020 ◽  
Vol 5 (2) ◽  
pp. 225
Author(s):  
Adriani Yulia Purwaningrum ◽  
Fazri Nur Yusuf
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Learning Process ◽  
Multiple Case Study ◽  
Teaching English ◽  
Teaching Materials ◽  
Authentic Materials ◽  
Learning Achievement ◽  
Multiple Case

Over past few decades, research on authentic materials has been focused on helping teachers provide their learners� teaching materials. Most of the researches in this area explore the benefits and drawbacks of authentic materials utilization in the classroom. This multiple case study aims at investigating benefits of and barriers in using authentic materials presented as a digital media used in their EFL classrooms. Document and an interview were employed to reveal the teachers� perception. The findings indicate although it was considered difficult to find and organize, digitized authentic materials helped teachers in teaching English as a Foreign Language for learners with various levels and backgrounds. Its use could help teachers motivate and promote their students� interest in learning. However, disselection and misuse of it might not meet students� needs and interest in learning. Good teachers� capacity in finding and using the digitized authentic materials could encourage better learning process and students� better learning achievement. Therefore, it is recommended that for the further study, learners� perception also need to be explored.

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