English philology department asatova Aziza Zakir qizi

MINISTRY OF HIGHER AND SECONDARY EDUCATION OF THE REPUBLIC OF UZBEKISTAN
ALISHER NAVO’I TASHKENT STATE UNIVERSITY OF UZBEK LANGUAGE AND LITERATURE
TRANSLATION THEORY AND PRACTICE FACULTY
ENGLISH PHILOLOGY DEPARTMENT

Asatova Aziza Zakir qizi
Teaching listening using authentic materials
COURSE PAPER
For the Course “Language Teaching Methodology”

Group 303

Scientific advisor: Dr. Azizbek Tangirov

TASHKENT – 2023

Abstract
The research is aimed to find out the Authentic Materials improve the students’ listening comprehension in terms of inferred meaning comprehension at the Second Year Students’ of Tashkent state university of uzbek language and literature. This research was an Experimental Research. This research was conducted at University. The subject of the research is second-year student's class which consists of 20 students, involved of 12 men and 8 women who was taken as the responders of the research. The instrument of this research is listening test namely fill the blank test. The finding of this research shows the average score of students on pre-test was 5.8. This was categorized as poor category and after post-test was 9.5 become excellent. The use of authentic materials is one of a good technique in teaching listening skill. The data indicates that this technique had succeeded to improve the students’ listning skill in terms of inferred meaning comprehension at the Second Year Students’ in University.

Content
Introduction_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Literature review_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Methodology_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Result_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Discussion_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Conclusion_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Reference list_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Appendix_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Introduction

Listening is one of the most important skills that need to be acquired by learners in any language. It is one of the four skills that language learners acquire, and out of the four, it is one of the skills that are most frequently used by the learners.Moreover listening is a fundamental ability in the first language acquisition and is integral in English as Second/Foreign Language (ESL/EFL) learning. This skill, in spite of its importance, has been allotted in adequate consideration in ESL/EFL teaching. Clearly listening is complicated and includes creating and adapting interpretations of the world inside a linguistic context that seldom allows repetition of input. This can be challenging sufficient in one’s first language; in a second language it additionally needs that the listener alternate or adapt linguistic competence to be applied in lecture rooms to enhance the listening comprehension of students in the vocational college.
Just like there are many techniques that are used by the instructor in the teaching of listening skills, there are many forms of materials that the instructor can use to instil these skills on their learners. These materials are divided into two major categories; authentic and non-authentic materials. The latter are also referred to as scripted materials, given the fact that they are edited and specially prepared for the classroom.
Listening comprehension is cannot be evaluated as a passive activity. It can be regarded as a complex activity in which language learners have to distinguish between sounds, understanding grammatical structures and vocabulary, interpreting stress and intonation, and relating it all in context. English is taught as a second language in many countries because of its status as a world language. This language is taught inside the classroom, not outside, but there are no native speakers. As a result, students who are learning English as a second language might feel difficulties or shy when communicating with native speakers. It is important for teachers to find effective strategies to help students develop their listening skills. The only way to solve this problem is to use the authentic materials during the lesson.
Authentic materials are oral and written language materials used in daily situations by native speakers. The sources of native-like materials can be found in newspapers, magazines, Television, and advertisements. Reference to authentic materials is essential for students planning to study in English-speaking areas. They should how listen to lectures, understand them and note down important information. In addition, it is required to improve the understanding of native speakers' speech in different life situations, as well as radio and television broadcasts.
Authentic materials help to create an authentic language environment in the classroom, and it also helps to increase students' cultural awareness, real impact, and imagination. Nowadays, the use of authentic materials in language learning classes has become popular due to the effective result. It should be noted that the authentic materials are not prepared for language teaching or learning. They are designed for native speakers. And then language teachers have the opportunity to help students use authentic context materials.
The definition of authentic material is defined in literature in slightly different way. Rogers and Medledy defined of authentic material as exposure to real language in its own community. In recent years, the attitude towards the use of authentic materials has been changed and this phenomena has been discussed and debated by many foreign language teachers. At present, we can find the term “authentic material” in each skills of language as reading, writing, speaking and listening. Researches show that English taught in the classroom should be authentic so that it can raise students’ learning comprehension.

Literature review

Many scientists have used many materials or strategies to teach listening skills. One of them authentic materials and different researchers have expressed different opinions about these kind of materials.
Lingzhu and Yuanyuan (2010) agree that unlike scripted materials, authentic listening materials introduce learners to real language. It is the language used in the daily and real life of the peoples or natives who speak this language.
In authentic listening materials, speakers often use more words than necessary to convey their message (Luoma 2004). This is something that does not happen when listening to scripts. According to Ur (2005), this is the redundant nature of real materials in authentic materials such as conversation, redundancy can take many forms.
This is, for example, the use of expressions that can be perceived as meaningless, expressions like umh, err, I mean others like that (Lingzhu and Yuanyuan 2010).
Authentic listening materials , such as interviews and conversations, differ from scripted materials in their stylistic characteristics. for example, they are more characterized by natural and spontaneous language that varies from one speaker to another and from one dialect to another (Lingzhu and Yuanyuan 2010).
Authentic listening materials contain many informal words, idioms, and slang that are not found in scripted materials. It is important to introduce students to these aspects of real language in order to prepare them for the real world.
The ecological characteristics of real and scripted listening materials also differ. For example, real materials are characterized by a large amount of background noise, which is filtered and often eliminated in scripted materials (Flowerdew and Miller 2005).
Research by scholars in the field has shown that using authentic materials to teach listening engages students more than using scripted materials (Wilson 2004). As mentioned above, the sources of authentic listening materials are newspapers, the Internet, and other electronic media. These forms of mass media are essentially an integral part of mass culture in society.
This is taking into account the fact that they carry materials that embody folk culture in society. These are, for example, interviews with celebrities, websites and interviews in fashion magazines. These materials are more appealing to modern readers, especially younger readers. thus, the materials will be more effective in teaching these students.
Berardo (2006:60), states that 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 newspapers and any other printed material date very quickly, the Internet is continuously updated, more visually stimulating as well as being interactive, therefore promoting a more active approach to reading rather than a passive one. From a more practical point of view, the Internet is a modern day reality, most students use it and for teachers, there is easier access to endless amounts of many different types of material. From a even more practical/economical point of view, trying to obtain authentic materials abroad can be very expensive, an English paper/magazine can cost up to 3-4 times the price that it usually is and sometimes is not very good. Often by having unlimited access in the work place, looking for materials costs nothing, only time.
Authentic materials should be the kind of material that students will need and want to be able to read when travelling, studying abroad, or using the language in other contexts outside the classroom. Authentic materials enable learners to interact with the real language and content rather than the form. Learners feel that they are learning a target language as it is used outside the classroom.
As such, the gap between the students and the social reality in the world is bridged by authentic listening materials (Hwang 2005). The students therefore find these materials to be more interesting to interact with, and their experiences in this interaction are enriched. This enables them to acquire the listening skills easily and faster.
Wang (2000) is of the view that learners who constantly receive the authentic listening input are better placed than their counterparts who receive scripted inputs.
This is given the fact that the former will find it easier to communicate and interact with the native speakers of the language that they are learning in real life situations (Hwang 2005). This is as opposed to those students who make use of scripted listening materials, which are more often than not out of touch with the reality.
The true listening ability of the learners using the authentic listening materials is fully developed than that of those using scripted materials. This is given that the latter have to make adjustments between what they learn in class and what they encounter out there in the real world.
Rost (2002a) and Rost (2002b) contend that authentic listening materials have a wide range of information than the edited and scripted materials used for teaching listening such as books. The information contained therein covers many fields of the real world and of the human life.
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 (Tamo 2009). 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 (Beare 2011).
It is noted that some content of the authentic listening materials may be irrelevant to the learners (Berardo 2006). This increases the learning burden of the learners unnecessarily.
Some words and phrases that are to be found in these materials are rarely used outside the context of the materials.
For example, phrases and words that are used in a conversation between two music producers may not be used outside the context of the entertainment industry. This is especially so if the conversation is full of jargon and technical terms that apply only to the field.
Lingzhu and Yuanyuan (2010) contend that some of the items in authentic materials such as vocabulary and phrases occur in low frequency in the real world.
They may also be peripherally used in the real world, and the student may not come into contact with them again in the future (Ur 2005). As such, the significance of learning such items is lost to the student and to the instructor. This is especially so if the materials used contain a significantly large number of such items.
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 (Martinez 2002). For example, the instructor may find it hard to access newspaper articles that are reported with the language that they are engaged in.

Methodology