INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1877
AUTHENTIC MATERIALS AND LANGUAGE USED IN THE FIELD OF
ARCHITECTURE
Azimova Dilfuza Sobirovna
Phd researcher of practical English Department
The national university of Uzbekistan named after Mirzo Ulug'bek
e-mail:dilfuzazimova89@gmail.com
Abstract:
W
e should consider teaching a foreign language based on authentic materials as a
simple solution to the tasks of fulfilling the above requirements and preparing the learner for real-
life situations as the main means of communicative language education. In addition, authentic
reading materials help in language teaching as an alternative representation of a real-life
situation.In this article we have analyzed most important features of auhtentic materilas which
based on architecture and civil engineering field.
Key words:
teaching a foreign language, authentic materials, real-life situations, communicative
language, architecture and civil engineering field
Authentic materials provide real-life examples of language used in everyday situations. They can
be used to add more interest for the learner. They can serve as a reminder to learners that there is
an entire population who use the target language in their everyday lives. Authentic materials can
provide information about the target culture and provide that culture’s perspective on an issue or
event. The rich language found in authentic materials provides a source of input language learners
need for acquisition.
In this regard, we should consider teaching a foreign language based on authentic video materials
as a simple solution to the tasks of fulfilling the above requirements and preparing the learner for
real-life situations as the main means of communicative language education. In addition, authentic
video materials help in language teaching as an alternative representation of a real-life situation.
Russian scientist G. A. Vorobyov emphasizes that “the popularity of authentic audio-video
materials lies in their ability to create an interactive language environment for language learners.”
At the same time, Russian scientists A. Ye. Chikunova, Yu. I. Verisokin, and others have
conducted extensive research on this systematic method based on communicativeness, that is, on
teaching methods based on authentic video or film materials. Foreign scientists S. Stempliski and
B. Tomalin have created a number of publications on the methods of using video materials in
teaching foreign languages. Linguist I. Baltova believes that information presented using audio
video images, rather than information presented through sound, helps language learners to
understand reality holistically.
According to Dr. Gareth Popkins, a renowned language teacher and polyglot, “Textbooks can
sometimes become a boring and demotivating tool for students.” In his opinion, in such a situation,
using authentic materials as additional resources along with textbooks is a useful option. Authentic
materials help to enrich the teaching process and further increase students’ interest in learning a
language. If authentic materials are selected according to the curricula presented in textbooks, then
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1878
there will be no problems in the process of searching and selecting them, only then will these
materials have a coherent and logical sequence. When authentic materials are developed and
presented to the public, it is assumed that the consumer can understand the language used at the
level of his native speaker and is not specialized for any language learners, that is, without any
special language learning or teaching structures. Its advantages lie precisely in this, that is, when
using these materials, the language learner is exposed to the expressions, jargon, accents, academic
words used by the native speakers in real life, even dialects, and in general, aspects of the real
language. Real materials allow you to get acquainted with the original features of the language.
When using authentic materials, first of all, the selection of materials to show the original, real
form of speech and their connection to the topic being covered in the lesson makes the process
effective. At the same time, it is also important to assess the level of knowledge of the student and
know his age, as well as take into account his interests. As part of teaching a foreign language, the
teacher is constantly looking for effective ways and means of forming and developing socio-
cultural, as well as competences outside the language environment.
The most practical method in such a situation is to use authentic materials. E.N. Solovova defined
authentic material as follows: “Authentic material is oral and written texts, as well as other cultural
objects that are the real products of native speakers, not intended for educational purposes, not
adapted to the needs of students with disabilities. Authentic materials are various announcements
in a foreign language, radio news and television, various instructions and announcements,
performances of actors, stories of interlocutors, telephone conversations, as well as films, songs
and video clips. Authentic texts have a number of advantages over educational texts, since they
include facts and features of national culture. Through authentic materials, students acquire new
linguistic and cultural skills, sociolinguistic knowledge, cultural values, sociocultural competence
of speakers of the target language are formed. In live texts, students arouse interest in real life,
increase their willingness to discuss the material and increase their motivation to successfully
understand it by participating in the discussion.
V. Nosovich and R.P. Milrud identify the following criteria for authenticity:
- cultural authenticity - includes familiarization with the culture of the country of the language
being studied, with the peculiarities of the life and mentality of its citizens;
- information authenticity - assumes the presence of new information, information that interests
the learner;
- situation authenticity - assumes the naturalness of the situation;
- interest of native speakers in the specified topic, the naturalness of its discussion;
- authenticity of the national mentality - reflects the nationality, the peculiarities of the country for
which the material is intended;
- reactive authenticity - the ability of the text to evoke authentic emotions, mental, speech response.
Reactive authenticity includes various means: exclamations, interjections, rhetorical questions,
reinforcing structures;
- authenticity of design - in audio texts this sound range: noise transport, conversations of passers-
by, telephone calls, without which, working with the text loses the properties of real
communication.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1879
The sources studied on the topic showed that the selection of authentic video materials is carried
out on the basis of certain principles, based on the goals and objectives of the lesson being
organized. In particular, the Russian scientist T. S. Malysheva, in her research on the formation of
sociocultural competence in future foreign language teachers, proposed that the selection of
authentic video materials should be carried out on the basis of the criteria of sociocultural
competence, while G. G. Zhoglina's definition singles out the principles of communicative
competence as the main criteria. American scholars Susan Stempliski and Barry Tomalin
emphasize that when selecting authentic video material, more attention should be paid to its
organizational part.(Tomalin B., Stempleski S. Cultural Awareness. – Oxford: Oxford University
Press). According to the teachings of Ye. I. Passov, the ultimate goal of education is to develop
the spiritual strength and abilities of the student as a person, to form him into a morally responsible
and socially exemplary person - to educate.(E.I. Passov Technology of communicative learning in
a foreign culture)
Therefore, today's demand requires not only the ability to translate, write, read, or communicate
in a foreign language, but also the ability to correctly use the language being studied in specific
situations, based on socio-cultural units. When studying teaching methods that directly affect the
formation and development of a foreign language communicative competence in a student, we
witness the support of language teaching based on vitality in the main part of the analyzed
literature. When authentic video materials are used in the lesson process, their purposeful and
systematic presentation and methodologically correct orientation are important. In which part of
the lesson to use video materials is determined by the specific purpose of the lesson and the task
of the video materials. Therefore, authentic video materials can be used at the beginning of the
lesson to introduce the topic (based on the brainstorming method), work on the topic, or at the end
of the lesson to consolidate the topic. A.G. Martinez emphasizes that the use of authentic materials
helps language learners develop linguocultural knowledge and acquire and develop language skills
in real-life communication situations. He believes that the diversity of genres and styles of
authentic materials provides a variety of types of learning activities.
List of used literature
1. Stamatiadu E. Lexico-semantic, structural and functional features of architectural vocabulary:
English, German, Greek and Russian language materials. Diss. ... kand.filol.nauk Russia. 2010,
str. 7.
2. Mironova E.E. Comparative system analysis of English and Russian lexicon: Na material
lexicon of architectural construction. Diss. ... kand.filol.nauk Russia. 2001. Str 8.
3.Weekly E. An Etymological Dictionary of Modern English. London 1921. 864 pages.
4. Klein E. A Comprehensive Etymological Dictionary of the English Language. Amsterdam.
London. New York. 1966. 903 pages.
5. Barnhart R. The Barnhart Dictionary of Etymology. USA, 1988. 1326 pages.
6. Khakieva Z.U. Angloyazychnaya terminology stroitelstva i stroitelnyx teknologiiy: structure,
semantics and dynamic development. Diss. ... kand.philol.nauk. 2013. Str 186.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1880
7. Mutallibov S.M. Mahmoud Koshgari. Dictionary of Turkish words. Translator and publisher
Mutallibov S.M. - 1.1,-t.: UzSSR FA, 1960. - 499 p.
8. Preparing for publication Yunusov A. "Tarjumon" is a written monument of the 14th century.
Tashkent: "Fan" publishing house of Uzbekistan SSR, 1980. - 128 p.
9. Shamsiev P., Ibrohimov S. Dictionary of Navoi's works. Tashkent: G. Gulom Publishing
House of Literature and Art, 1972.
10. Umarov E.A., Old Uzbek Dictionaries. – Tashkent: Fan, 1992
Shoabdurakhmonov Sh. and others. The Modern Uzbek Literary Language. Part 1. Tashkent:
"Uchituvchi" Publishing House. – 1980. 110 pages
http://www.dictionaryportal.eu/de/ctlg/?objLang=en&dicType=ety
https://www.etymonline.com/ https://civilenglineering.files.wordpress.com/2014/10/dictionary-
of-civil-engineering.pdf
