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57
“Young Scientist”
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# 24.2 (158.2)
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June 2017
Спецвыпуск
above and the positive sides of communicative approach to
language teaching point that it is high time to set our com-
munication competency syllabus in our language institu-
tions.
Literature:
1. Dr. Ali Mustadi. Communicative competence based language teaching,2012
2. MasashitoKamiya. The Role of Communicative Competence in L2 Learning,2000
3. BarboraDvorakova. Communicative competence in second language acquisition,2012
Stimulating students» reading skills through using authentic materials
Salayeva G. B, English teacher
Urgench state university, Uzbekistan
R
eading is an essential part of language learning at every
level, because it supports learning in multiple ways.
Reading material is considered as language input. Giving a
variety of materials provides many opportunities for students
to absorb vocabulary, grammar, sentence structure as they
occur in authentic contexts. Mainly, the use of authentic
materials has a great value to teach reading skills. The aim
of this paper is to discuss the use of authentic materials in
stimulating students» reading skills.
Through using authentic materials, students can benefit
from engaging with real language that is being used in a
real context. There, it should be noted that this paper has
a great importance to make students use real life texts in
order to take awareness of how the language is actually
used. Furthermore, it can be a useful source to inform both
teachers and students about authenticity, different source
of authentic materials and important factors in choosing
authentic reading materials.
When considering the use of authentic materials
Widdowson wrote: «It has been traditionally supposed that
the language presented to learners should be simplified in
some way for easy access and acquisition. Nowadays there
are recommendations that the language presented should
be authentic» (Widdowson, 1990). The term «authentic
material» has been defined in the works of many linguists.
While Wallace defined it as «…real life texts, not written
pedagogic purposes» (Wallace, 1992), Peacock gave the
definition for authentic material as «…texts that have been
produced to fulfill some social purposes in the language
community», unlike non-authentic text that are created
only for language learning purposes (Peacock,1997). Nunan
refers to authentic materials as any material that has not been
specifically produced for the purpose of language teaching.
Bacon and Finnemann define authentic materials as texts
produced by native speakers for non-pedagogical purposes.
There are different definitions for the authentic materials,
but they do have something in common. All the definitions
highlight the fact that authentic materials mean «exposure to
real language and its use in its own community», authentic
materials are the texts that are not written for language
teaching purposes and we can use them in the classroom
without changing it in any way for ESL students.
As the authentic materials which add a real-life element
to the student»s learning experience are brought into the
classroom, the lessons will be more interesting, motivating
than they were before. Authentic materials is significant in
increasing students» motivation for learning and making
the learner be exposed to the «real» language. Of course,
we should always remember that the task should be born in
mind, not the material. This means that, for example, instead
of asking a beginner student to read a full-page article, the
learners should be asked to read the headline and guess
what the article will be about. So, in order to teach what
the authentic texts are about, special terms used in it, the
teacher should use different kinds of activities.
The notion of authenticity remains problematic, however.
As Meinholf (1987) points out, a strict interpretation of
authenticity would include only «original pieces of written
or spoken language which occurred naturally between
native speakers and could therefore be accepted as «genuine
communicative acts» ’. It is also stated that as soon as texts,
whatever their original use, are bought into classrooms for
pedagogical purposes they have, arguably, lost authenticity.
To address this problem Meinholf suggests a framework in
which the learners participate themselves in the collection
and selection of texts. The teachers brings in a supply of
magazines of all kinds and readerships, and learners choose
articles from these. This strategy, of course, is only feasible
in cases where this kind of material is readily available
(Wallace,1992).
The widely used sources of authentic materials are
newspapers, magazines, TV, video, radio, literature, and the
internet. Although radio is easy to access, its aural texts are
the most difficult for language learners to comprehend. Miller
claims that, «In order to use radio programs with learners,
teachers need to decide on some global listening tasks for
the learners» due to the fact that all non-verbal information is
missing. Unlike radio, TV and video allow learners to access
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