II. Zamonaviy fan va ta’lim-tarbiya: muammo, yechim, natija HTTP://INTERSCIENCE.UZ/
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gained in classroom in real life situations. By using authentic materials in the classroom
teachers may be able to demonstrate to students how language skills are directly applied to
different situations outside the classroom. In other words, as it is used naturally, language
learners are immersed in language in an educational environment which in turn, gives educators
the opportunity to help students contextualize the materials taught in classes.
Language learners, when enroll in school to learn or improve a language-related task,
have personal long-term goals that involve education, such as becoming a doctor or a business
owner. And also students in higher education, especially those who learn languages for special
purposes have to address different contexts of a foreign language and the key way to help
learners reach their goals is to use authentic, goal-directed materials. Doubtless besides the
context level of the language should also be considered carefully e.g. at the university level the
students need to learn advanced language so they have to meet with the challenges included
complex sentences and new vocabularies. This strategy will be more helpful for teachers keep
students motivated compared to the choice of materials which might be easy for them. If
students find it easy to deal with chosen material i.e. they feel themselves in their comfort zones
it might mean that teachers should try to choose higher level of context to introduce something
new to language learners.
As above mentioned, diversity of authentic materials helps teachers to use them in
developing all skills related to learning languages: reading, listening, speaking and as well as
writing. The use of authentic materials to produce expository or argumentative essays is very
essential as learners should be able to resume, respond the main idea and analyze the topic.
Furthermore, authentic materials can serve as essential source of vocabulary and ideas to be
used and developed in essays.
In teaching writing essays according to Fakhrurazzy [3.] there are 2 approaches: writing
as product and writing as process. Writing as product means students write based on topics
given without any guidance and advice from teachers. Whereas, writing as process, teachers
give advice and lead students to write by giving them ways to write, starting from choosing and
finding topics, generating ideas, choosing supporting elements and developing the ideas within
paragraphs. The latter is very suitable for using authentic materials where teachers are present
and facilitate the process of writing.
A writing class conducted with upper –intermediate level group showed that using
authentic materials, video material in this case, proved to be much more engaging and
motivating than other approaches. Majority of students find the process more challenging and
appealing in comparison with ordinary writing classes hold by using textbooks. The main
purpose of this class was to increase the teaching process quality and overcome the problems
connected with lack of ideas and vocabulary search in the process. The lesson was planned for
three sessions, two of which to be devoted to writing a problem solution essay and one more
class to research based description of a visual. A video material “Will Western Civilization Go
Extinct?” [4.] taken from internet served as authentic source.
As intended approach was writing as process the sessions were divided into several
stages accordingly: the first session or pre-writing session included 4 stages, they are acquiring
general information on the topic, developing topic specific word list, generating ideas and
developing the essay question. On the first stage of the lesson students watched the video and
asked to put down any words concerning to the general topic: demographic changes in the
Western countries. Each student worked independently on this stage and word lists were
discussed afterwards to share the information to the whole class and the words were grouped
according to 4 categories to make the use of words easier afterwards. The role of teacher on this
stage is to help students with the definitions of some higher level vocabulary if needed. The
following word list was developed by the students in the initial part of the lesson:
Population decline: losing population, demographic winter, the decline of the human
family, fertility decline, population reduction, depopulation, demographic slowdown, shrinking
