Volume 02 Issue 11-2022
115
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
115-119
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes the conditions for using authentic means in teaching English in non-philological higher education
institutions. In particular, the importance of authentic materials, their selection, and their implementation are
explained in details.
KEYWORDS
English lessons, ESP, Non-philological, authentic materials, methods, lexical competence, formation, development,
communication, relation, content, approach, knowledge.
INTRODUCTION
The development of lexical competence in teaching
English in non-philological areas has strengthened the
need to study the lexicon (content lexis) of each field.
In non-philological directions, it is important to
conduct scientific research on the special concept of
teaching English based on a reality-based approach,
applying knowledge, improving skills through methods
that develop lexical competence, professional
Research Article
IMPORTANCE OF USING AUTHENTIC MATERIALS IN ENGLISH CLASSES
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 30, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-16
Kholiyorov Bunyod Husanovich
Head Of The Department Of Foreign Languages Karshi Engineering-Economics Institute. Doctor Of Philosophy
In Pedagogical Sciences (Phd), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
116
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
115-119
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
development,
and
developing
communicative
competence.
MATERIALS AND METHODS
A complex system of teaching foreign languages is
being created in the Republic of Uzbekistan aimed at
forming a mature, highly qualified, modern thinking
young generation. Tasks such as "paying close
attention to the issue of teaching English and other
foreign languages, and at the same time, establishing
education in the necessary specialties and training of
personnel on a large scale" are defined.
The use of authentic materials in practical English
lessons, in particular, the selection of authentic
materials, the introduction of the topic, the use of
previous knowledge of students in the explanation of
the topic, the use of non-pedagogical tools in the
enrichment of the lexicon, the use of the reinforcing
part, and the development and development of
summarizing tasks are researches of the leading
scientific centers of the world. and educational
institutions, including American English, Teachers'
corner of the United States Department of State-AE
(USA), British Academic Spoken English and BASE Plus
collections- BASE, Warwick University (UK), British
Council-Teaching English-ESP (Great Britain), Nova
Southern University (USA), University of Bahcehesir
(Turkey), University of Niš (Serbia), University of
Salamanca (Spain), "Ovidius" University Of Constanta
(Romania),
South
East
European
University
(Macedonia) , Universitas Pendidikan Ganesha
(Indonesia), Mykolas Romeris University (Lithuania),
Un iversity of Costa Rica (Costa Rica), University of
Rijeka (Croatia), Universidad Externado de Colombia
(Colombia),
University
of
Tirana
(Albania),
Pascasarjana
Universitas
Negeri
Jogyakarta
(Indonesia), Algonquin College of Applied Arts and
Technology (Canada), Conducted by AITSL-Australian
Institute For Teaching And School Leadership Limited
(Australia), Center for Teaching and Learning, Wirley
University services (UK).
RESULTS AND DISCUSSION
The attraction of new innovative ideas and
technologies to the agricultural sector, as well as the
increase in the demand for young professionals to
learn foreign languages, is due to a number of
important factors. The author's many years of practical
work experience in higher educational institutions
specializing in agriculture shows that the student takes
a conscious approach to the process of learning a
foreign language, as well as to the use and application
of expressions in his native language. The structure of
communication skills has been described by extensive
publications. [1]
Most higher education institutions adopt a traditional
teacher-centered approach to teaching English. In this
approach, most students are often passive receiver
Volume 02 Issue 11-2022
117
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
115-119
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
learners. To develop students ’communicative and
professional knowledge in the process of learning
foreign languages, we can point to some non-
traditional technologies and methods, such as
problem-solving and career-oriented situations. These
styles allow students to be encouraged to develop
team building, communication, and creative skills.[2]
Through problem-based tasks, students learn to solve
mistructured, overt, or vague problems, and such tasks
engage students in learning from real-life situations. To
understand specific problems, students can work
individually, in pairs, or in groups, and then find
possible solutions to it. Career-oriented situations
require problem solving, such as real partners or
professionals from organizations that require students
to solve problems.
Authentic materials are one of the most important
tools that a teacher can and should use in the
classroom to ensure that his/her teaching runs
smoothly and effectively communicates the necessary
knowledge to all students. This article provides some
details and points of using authentic materials in
teaching foreign languages, and explains some of the
problems of applying this in the classroom. The use of
authentic materials in EFL classes is not new, because
teachers started using them in the 1970s because of
the spread of the Communicative Language Teaching
Approach. Martinez (2002), defines authentic
materials as the materials which are prepared for
native speakers and not designed to be used for
teaching purposes.[3]
Types of Authentic Materials. Teaching materials are a
very essential part of teaching and learning a foreign
language. These days, the resources for teaching
materials are available for everydiv. The internet is
regarded as a very important and rich source for
authentic materials. Genhard (1996) classified
authentic materials into three categories as follows:
1. Authentic listening materials, such as radio news,
cartoons, songs, etc.
2. Authentic visual materials, such as street signs,
magazines and newspapers pictures, post cards, etc.
3. Authentic printed materials, such as sports reports,
newspapers, restaurant menus, train tickets, etc.[4]
In non-philological higher educational institutions, the
English language has a slightly different character,
using authentic materials in the course of classes, and
it is appropriate to form the materials based on the
section of directions. In this process, cooperation with
content teachers is of particular importance. It is
proven in practice that the design of materials based
on the analysis of needs is an important factor in
achieving educational efficiency. Interdisciplinary
collaboration, that is, collaboration between language
professionals and technical educators, has long been
viewed as a valuable mechanism for supporting
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
115-119
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
students' academic literacy development. However,
such collaboration, particularly in the form of group
teaching in the classroom, is rare; the role of content
specialists is underappreciated in team-taught
classroom settings. Such interdisciplinary cooperation
in the teaching of English language in the fields of
agriculture has been implemented based on mutual
solidarity with teachers of specialized subjects. In
particular, there is close cooperation with professors
and teachers of the department "Technology of
agricultural products storage and preliminary
processing" at the Karshi engineering-economics
institute. This cooperation is manifested in the
recommendations of the English language teacher in
the preparation of authentic materials for the lesson
process, which lexical units that students will have
problems with in the future in their field, so the role of
content teachers may not be known in the audience,
but the correct organization of the process in
cooperation is proven by the achievement of the goal
in the lesson.[5]
Selecting Authentic Materials: Nunan (1989) divides
communicative classroom tasks into two categories.
These are: -
‘real world’, this type of task provides the
learners with 'pedagogic': this type 'stimulates
interned process of acquisition' only without getting
the learners to practice the skill that might be needed
in the real world. This type is represented in the course
books used by teachers in the class. Therefore, using
authentic materials is necessary for learners to be
prepared for dealing with real world situations. Here, it
is the teachers' role to choose suitable authentic tasks
to support learners' learning. Teachers need some
criteria to lighten their path, to be able to choose the
tasks the learners will benefit from. [6]
Communication is an important part of everyday life.
Even when we are alone, we communicate with
ourselves and in some way with other people. Our
success, status or achievements in our organization
depends on our ability to communicate. Therefore,
especially in the teaching of English in higher education
institutions specializing in agriculture, it is important to
create a lively communication environment for future
personnel within their fields. In order to overcome
obstacles in the development of lexical competence in
this process, first, it is necessary to analyze the
problems and needs that arise in this process and form
the process on this basis. In this case, authentic
materials from non-pedagogical tools are of great
benefit. For example, the fact that these materials are
taken from real life, future personnel will certainly face
these situations from the point of view of a foreign
language, ensures the relevance and healthiness of this
process. The student develops social immunity skills to
the natural process. Authentic materials serve as the
object of this immunity. This immunity lays the
groundwork for overcoming English language barriers
in professional life.
Volume 02 Issue 11-2022
119
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
115-119
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
CONCLUSION
In conclusion, the issues of English language teaching
in non-philological higher education institutions are
considered as a special area of attention today. Until
today, educational institutions specializing in the
training of foreign language teachers have not
operated based on a separate program for the training
of personnel in the field of ESP. The demand for English
language teaching for special purposes further
reinforces the need for reform in this field. In
particular, it is natural that the use of authentic
materials in the teaching of a foreign language in non-
philological higher education institutions, real-life
sources in the design of materials serve as one of the
important points in this process.
REFERENCES
1.
Kholiyorov, B. K. (2020). THE STATE OF
ENGLISH LANGUAGE TEACHING AND THE
CONDITIONS FOR THE DEVELOPMENT OF
LEXICAL COMPETENCE IN THE HIGHER
EDUCATIONAL INSTITUTIONS SPECIALIZED TO
AGRICULTURE. Scientific Bulletin of Namangan
State University, 2(8), 358-364;
2.
Bunyod, K. THE STATE OF ENGLISH LANGUAGE
TEACHING AND THE CONDITIONS FOR THE
DEVELOPMENT OF LEXICAL COMPETENCE IN
THE HIGHER EDUCATIONAL INSTITUTIONS
SPECIALIZED TO AGRICULTURE. European
Journal of Research and Reflection in
Educational Sciences. Vol. 8 No. 12, 2020 Part II
ISSN 2056-5852. 22-23;
3.
Sindarova.D.N,
Bozorova.M.M.
USING
AUTHENTIC
MATERIALS
IN
TEACHING
FOREIGN LANGUAGES. International journal of
word art. No6/21. 200-201;
4.
Genhard, J., G. (1996). TEACHING ENGLISH AS
A FOREIGN LANGUAGE: A TEACHER SELF-
DEVELOPMENT AND METHODOLOGY. Ann
arbor: the university of Michigan press.
5.
Kholiyorov, B. K. DEVELOPMENT OF LEXICAL
COMPETENCE IN TEACHING ENGLISH IN
DIRECTIONS SPECIALIZING TO AGRICULTURE.
Dissertation thesis of PhD in pedagogical
sciences. 2021. Samarkand. 31-32;
6.
Nunan, D. (1999). SECOND LANGUAGE
TEACHING AND LEARNING. Boston: Heinle
and Heinle Publishers.
