Variant – 1 Three basic concepts of science.

VARIANT – 9
1. 
Three main types of reading. (give short information about each of them) 
2. 
Culture of reading. (definition) 
3.
Write keywords and abstract for the following article: 
During the last two decades, with the rise of modern methodology of foreign language, the use 
of authentic and adapted materials became a common practice and has always been moving 
forward towards better understanding of language acquisition.
Authentic materials are those sources of knowledge which were originally designed for native 
speakers and not intended to be used for any specific educational purposes. Those are materials 
that contain concepts, ideas, expressions and words that are heard and read in real-life 
situations. (Ciornei, Dina 2014) However there cannot be a clear and unified definition of 
authentic materials since the authenticity as a concept can be correlated with the nature of 
speakers’ speech and the way readers put it in motion. (Widdowson, Henry 1990) There are 
many ways to incorporate authentic materials into an English teaching class, but the main and 
common sources are newspapers, magazines, TV programs, literature, movies and interviews. 
This study is focused primarily on the use of authentic texts which can additionally include 
brochures, boarding passes, road signs and the Internet. (Pavlikova, Zamborova 2020)
It has been suggested that the use of authentic materials when teaching English language might 
influence learners’ motivation, enhance their communicative competence, build up their 
confidence and develop learner autonomy (Djumabaeva 2020; Gilmore 2007). It also 
demonstrates how the target language is being used outside of the classroom and facilitates 
overall language proficiency (Qamariah 2016). 
There is rapidly growing literature on authenticity, which indicates that the issue of using 
authentic materials has beсome one of the central issues in modern methodology of foreign 
language teaching that needs more elaboration. Consequently, Siegel (2021) raised a question 
of authentic textbook topics which were compared with actual conversation themes between 
native speakers, so-called real-life conversations. According to the research, authentic textbook 
topics tend to be more universal and even superficial as compared to conversations between 
non-native and native speakers. Wide range of topics selected for textbooks do not include 
such important subjects as everyday student life, academia, local culture features and on the 
contrary concern topics which are frequently not of interest for students. In brief, we can claim 
ELT teachers might need to consider adding a selection of topics related to the area of school 
life depending on learners’ age, experience, interests and course objectives.
In addition, Dakowska (2016) suggests that the primary goal of any authentic text is to engage 
students in verbal communication in its group of different ways simultaneously being adjusted 
to the learner's language proficiency level. The study states that authentic tasks for its part, 
help learners form their target behavior by engaging students with proper adjustment to 

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learners’ communicative knowledge level and current language proficiency. It is possible to 
recognize this type of conclusion as truthful due to the fact that both authentic texts and 
authentic tasks ought to be fit with learners’ wide range of features which can lead to 
modelling of their target behavior. 
Teachers working with ELT classrooms might find the texts or coursebooks they are using not 
interesting, not captivating enough to some extent for their learners. Perhaps the great majority 
of materials used in such classrooms can be considered as such since it lacks some cultural 
immersion, the variety of themes and a relatability factor to its range of topics which often 
leads to learners’ demotivation process. In the last few years there has been a growing interest 
in using authentic materials as a tool to develop learners’ communicative competence, increase 
their motivation to investigate a foreign language as well as making easy transition from 
fictional, artificial formal language to a tongue used outside of the classroom. For this reason, 
it is not quite clear what is the depth of ELT teachers’ value of using authentic texts during 
their lessons. Teachers may be aware of the importance of applying authentic materials; 
however, it is unknown how it influences its usage in the classroom during the learning 
process. 
All things considered, we can claim that most of the interviewed participants of this research 
have faced the notion of authentic materials and currently are using it with their learners. The 
majority of respondents state that authentic materials are quite important for the learning 
process, it exposes students to the target language culture, facilitates learners’ motivation and 
can offer a wide range of various relatable topics. Nevertheless, they are generally neutral to 
the statement that authentic materials are accessible in Kazakhstan. In addition, it was 
uncovered that most of the respondents prefer using journalistic authentic texts to pragmatic 
authentic materials. They have expressed that it is easier to find authentic literature, scientific 
articles, newspapers and to incorporate it directly into their lessons. Current research appears 
to validate the view that Kazakhstani ELT teachers have quite a positive attitude towards the 
use of authentic materials. Further research in this area may include collected results and 
outcomes and be beneficial for vast context. 

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