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THE IMPORTANCE OF AUTHENTIC READING MATERIALS IN THE
DEVELOPMENT OF READING SKILLS
Zubaydullayeva Zarina Erkinovna
Tashkent Academic Lyceum No.2 of the Ministry
of Internal Affairs of the Republic of Uzbekistan
https://doi.org/10.5281/zenodo.15771374
There are many references to authentic material in the ELT literature.
Debates are still raging on why it should or should not be included in lessons,
and how it is to be used or best exploited. Reading the literature, it is clear that
those authors who support the use of authentic material have in common one
idea: "exposure". In other words, the benefit students get from being exposed to
the language in authentic materials. Peacock (1997) defines authentic materials
as materials that have been produced to fulfill some social purpose in the
language community differentiates between "authentic" and "genuine material.
He believes that Authentic would be material designed for native speakers of
English used in the classroom in a way similar to the one it was designed for. For
example, a radio news report brought into the class so students discuss the
report on pollution in the city where learners live. Most of the time, though, this
material is used in a genuine way, in other words, not in the way it was intended,
but in a somewhat artificial way. For example, news article where the
paragraphs are cut up and jumbled so students have to put them back together
in the correct order. Teachers who hold positive beliefs towards using authentic
material in the classroom, even when not done in an authentic situation, argue
that Textbooks often do not display incidental English while authentic reading
could be useful for many reasons, amongst which are: Students are exposed to
real discourse, as in videos of
interviews with famous people where intermediate students listen for
gist. Authentic materials keep students informed about what is
happening in the world, so they have an intrinsic educational value. As
teachers, we are educators working within the school system, so education and
general development are part of our responsibilities (Sanderson, 1999). They
can produce a sense of achievement, e.g., a
brochure on England given to students to plan a four-day visit. The same
piece of material can be used under different
circumstances if the task is different. Language change is reflected in the
materials so that
students and teachers can keep abreast of such changes. Reading texts
are ideal to teach/practise mini-skills such
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as scanning, e.g. students are given a news article and asked to look for
specific information (numbers, percentages, etc.). The teacher can have students
practice some of the micro-skills mentioned by Richards (1983), e.g. students
listen to news reports to identify the names of countries, famous people, etc.
Books, articles, newspapers with a wide variety of text
types, language styles not easily found in conventional teaching materials.
They can encourage reading for pleasure because they
are likely to contain topics of interest to learners, especially if students are
given the chance to have a say about the topics or kinds of authentic materials to
be used in class. On the other side, those holding negative beliefs against using
authentic materials inside the classroom may claim that: They may be too
culturally biased, so may cause some
type of cross-cultural communication breakdown. The vocabulary might
not be relevant to the student's
immediate needs and above their levels; Hatch and Brown (1995) argue
that vocabulary is the list of words that speakers of a particular language use.
Words in this context means not only single items, e.g. " dog " but also string of
words which together form one lexical item, e.g. idioms such as " keep someone
on his toe" or common expressions such as " once upon a time". Too many
structures are mixed so lower levels have a
hard time decoding the texts. Special preparation is necessary which can
be time and
effort consuming. With listening: too many different accents that are
really
too difficult to follow. Actually the most commonly used authentic reading
materials perhaps are; newspapers, TV programs, menus, magazines, the
internet, movies, songs, brochures, comics, literature (novels, poems and short
stories), and so forth. A relevant example of involving using authentic magazine
advertisements is the following: Students are set in groups of 3-4 and get some
four adverts. They are to imagine they are working for an advertising agency
and compare the ads taking into account the texts and the photographs. Students
are to decide on which the best is and which the worst is. Then they redesign the
worst ad, including the text. Ads with short texts might be used with slow
learners, while those containing more complex texts are for intermediate or
shinning students.
Some purposes of applying authentic materials in the classroom, there are:
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1. The chance in receiving the real information and to find out what
happened in the society of the world; in this situation, the students have an
opportunity to explore and get the news of what happened of current issue
in so many part of the world. It is believed to be very motivating because
the information that is served in authentic materials is truly pure made by the
native speaker, then the students will try to give their best by being intense and
focus in comprehending the material.
2. The students will earn the real language materials as much as possible;
even if the classroom is not a ‘’real-life’’ situation; authentic material plays the
role in replacing the absence of the ‘’ real world’’ by giving the students the
materials which are using and available in native speaker’s country only.
3. The materials give a sense of achievement to the learner; at first, the
students may notice that the materials is different compare to the usual material
that is used in the classroom every day. They probably do not realize that the
usual materials is design just for pedagogical purpose. However, eventually
students will acquire the feel of satisfactory and passion in learning the
authentic materials because of they will be assured about the point that they are
able to understand not only the easy/simplified English material but also the
real one as well.
Overall, applying authentic texts in the classroom has many purposes. The
students can be always up to date with the current issue in the world. And this is
will increase students’ motivation in learning Reading Comprehension. Besides,
authentic texts also bring students in real situation although classroom is not the
real situation but authentic text can represent the absence of the real world,
moreover authentic texts will help students in producing the achievement in
classroom.
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