European International Journal of Multidisciplinary Research
and Management Studies
114
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TYPE
Original Research
PAGE NO.
114-116
DOI
OPEN ACCESS
SUBMITED
20 February 2025
ACCEPTED
19 March 2025
PUBLISHED
21 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Improving the Reading
Competence of Future
English Language Teachers
Using Authentic Materials
Devorova Shamsiya Jumanazarovna
Teacher of Termiz State University, Uzbekistan
Abstract:
Currently, one of the main tasks of language
learners is independent and active participation in
intercultural communication aimed at using the
knowledge gained directly in their professional
activities through studying the culture of a foreign
language in order to form communicative competence.
The use of authentic materials in teaching foreign
languages in practical activities during the educational
process helps to solve these problems.
Keywords:
Methodology, term, term, competence,
study.
Introduction:
In the process of teaching English, great
attention is paid to concepts such as authentic
materials and authentic text. First of all, if we look at
the word Authentic, it is derived from the Greek word
authentikos - originality, that is, true to the original,
corresponding to the real situation [1; 383- b].
In order to clarify the concept of authentic materials
and the problem of their use, a number of studies have
been conducted by linguists and methodologists M.P.
Breen, G.I. Voronina, E.V. Nosovich, R.P. Milrud, L. Van
Lier, B. Tomalin, F. Mishan, Gebhard and others. There
are several approaches to understanding what
authentic materials are. In the process of dealing with
authentic materials, we encounter the concept of
"Authentic text". About this concept, W.Guariento and
J.Morley argued that an authentic text is a produced
language created to achieve some social goals in the
society [22; 347-b]. According to F.Mishan, authentic
materials are texts created for real communicative
purposes [39]. However, M.P.Breen argued that
authentic texts in the context of language learning
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
mean any source of information that helps students
develop real understanding.
The next problem relates to the students. Since reading
comprehension ist he process of constructing
meanings, the students are difficult to comprehend
theEnglish passages. They commonly complain that
there are too many words they cannot understand
from the passages. They tend to fail in acquiring the
meaning of the reading texts and also difficult in
finding the main idea and details information of the
texts. These problems occur because of their
lack of vocabularies. The next factor which is the
students’ lack of prior knowledge and reading
strategies to generate inferences may cause the
students comprehensionof texts low. Moreover,
their motivation and interest is found to be low.
The laziness and boredom of the students is found
when they are provided with the same textbook every
day. They are lack of exposure in English in their
teachingand learning process. They did not get enough
experience in dealing with the real-life reading skills,
they just familiar with the passages which are specially
written for language teaching purposes. This
condition makes the wrong perception on the
students that learning English is something that they
are not necessary to do except for their score in the
classroom. Furthermore, variety of texts derives
variety of reading performance. Several types of
reading may occur as suggested by Brown (2001: 312)
which arecategorized into two broad types, oral and
silent reading performances. Oral reading is
occasionally for beginner and intermediate levels
because it is aimed to check pronunciation and
bottom-up processing skill, while silent reading is
for advanced level of students because it is a very
authentic activity. Within the category of silent
reading, it may also be sub categorized into intensive
andextensive reading. Intensive reading focuses on
the linguistic or semantic details on a text and also be
content-related reading because of subject-matter
difficulty. In intensive reading, reader will read with
concentration and a great care to thetext in order
to understand exactly the meaning of it. Unlike
intensive reading, extensive reading is aimed to
achieve general understanding in reading longer
texts. It often becomes a pleasure reading or
reading technical, scientific or professional materials.
This type of reading may involve two specific
reading skills, scanning for detailsand skimming for
the essential meaning to provide global or general
meaning of the text. Moreover, Brown (2001: 306)
states that reading comprehension is amatter of
developing appropriate and efficient comprehension
strategies. Heel aborates ten strategies for reading
comprehension. The first strategy is identifying the
purpose in reading in order to be efficient in reading.
The readers should have clear aim why they are
reading. The readers’ clear purpose of reading will
guide them to the specific information they need and
remove or throw away the unwanted information.
The next strategy is using graphemic rules and
patterns to aid in bottom-up decoding. This strategy
is useful for the beginning level of students. They
can make some correspondences between spoken
and written form to help them to do bottom-up
decoding. Then they can perform efficient silent
reading techniques to increase efficiency in reading.
Also, the reader can use skimming to glance and
determine the text’s gist. It gives readers the advantage
of being able to predict the purpose of the passage, the
main topic, or message, and possibly some of the
developing of supporting ideas. As well as skimming,
the reader can use scanning to search for some
particular piece or pieces of information in a text. The
purpose of scanning is to extract specific information
without reading through the whole text.
“The popularity of authentic audio
-visual materials lies
in their ability to create an interactive language
environment for language learners,” notes the Russian
scholar G. A. Vorobyov [66; 30-36-bb].
Peacock highlighted the following main functions of
authentic materials:
- They have a positive effect on student motivation.
- They provide real cultural information.
- They are closely related to the desires of language
learners.
[45; 144-156 bb].
Rifat.A.S also emphasized the advantages of using
authentic materials. These include:
- Students learn real speech by watching conversations
of famous people through various videos.
- Authentic materials inform students about current
events in the world.
- Students can find topics that are interesting to them.
- Different types of texts can be found in books, articles,
and newspapers.
[48; 55-b].
Matsuta also emphasized the positive aspects of
authentic materials:
- Authentic materials have a positive effect on the
motivation of language learners.
- These materials provide authentic cultural
information.
- They are closely related to the desires and interests of
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
language learners.
- They learn different texts through authentic materials.
- Authentic materials are constantly updated compared
to educational materials.
- They have a positive effect on students' understanding
and learning of a language. [36; 397-b].
Despite the effectiveness of authentic materials in
the teaching process, linguist-methodologist Richard
also mentioned critical points. We can include the
following:
- Created materials can also motivate students.
- Created materials can be more important than
authentic materials. Because they are usually organized
based on the level of learning of language learners.
- Authentic materials are usually difficult to understand
the language.
- Using authentic materials in the teaching process is a
burden for the teacher.
As can be seen, there are negative and positive aspects
of using authentic materials. Despite the negative
aspects of using authentic materials, the lesson will be
more effective if the lessons are organized using
authentic materials. The great thing about using
authentic materials is that such resources are available
everywhere. For example, authentic materials are not
limited to articles in newspapers and magazines, but
also songs, TV programs, films, radio, podcasts, menus,
that is, anything written in English is considered
authentic materials. This makes it easier for students to
learn English, in addition, authentic materials also
provide
students
with
the
opportunity
to
independently learn a foreign language.
CONCLUSION
There are several advantages to using authentic
materials in the learning process. For example, when
using authentic materials in the lesson, students
encounter words, phrases or grammatical devices that
they have never encountered before. When listening to
authentic materials, they learn to pronounce sounds
and letters and concentrate.
The use of authentic materials or non-authentic
materials in teaching English as a foreign language has
been discussed by many linguists. One of them,
Gilmore, emphasized that there is a difference between
authentic materials and textbooks.
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