







































Volume 02 Issue 11-2022 115 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 115-119 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

This article describes the conditions for using authentic means in teaching English in non-philological higher education 

institutions. In particular, the importance of authentic materials, their selection, and their implementation are 

explained in details. 

 

KEYWORDS 

English lessons, ESP, Non-philological, authentic materials, methods, lexical competence, formation, development, 

communication, relation, content, approach, knowledge. 

INTRODUCTION

The development of lexical competence in teaching 

English in non-philological areas has strengthened the 

need to study the lexicon (content lexis) of each field. 

In non-philological directions, it is important to 

conduct scientific research on the special concept of 

teaching English based on a reality-based approach, 

applying knowledge, improving skills through methods 

that develop lexical competence, professional 

  Research Article 

 

IMPORTANCE OF USING AUTHENTIC MATERIALS IN ENGLISH CLASSES 
 

Submission Date: November 05, 2022, Accepted Date:  November 15, 2022,  

Published Date: November 30, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-16 

 

 

Kholiyorov Bunyod Husanovich 
Head Of The Department Of Foreign Languages Karshi Engineering-Economics Institute. Doctor Of Philosophy 

In Pedagogical Sciences (Phd), Uzbekistan 

  

 

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Copyright: Original 

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Volume 02 Issue 11-2022 116 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 115-119 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

development, and developing communicative 

competence. 

MATERIALS AND METHODS 

A complex system of teaching foreign languages is 

being created in the Republic of Uzbekistan aimed at 

forming a mature, highly qualified, modern thinking 

young generation. Tasks such as "paying close 

attention to the issue of teaching English and other 

foreign languages, and at the same time, establishing 

education in the necessary specialties and training of 

personnel on a large scale" are defined.  

The use of authentic materials in practical English 

lessons, in particular, the selection of authentic 

materials, the introduction of the topic, the use of 

previous knowledge of students in the explanation of 

the topic, the use of non-pedagogical tools in the 

enrichment of the lexicon, the use of the reinforcing 

part, and the development and development of 

summarizing tasks are researches of the leading 

scientific centers of the world. and educational 

institutions, including American English, Teachers' 

corner of the United States Department of State-AE 

(USA), British Academic Spoken English and BASE Plus 

collections- BASE, Warwick University (UK), British 

Council-Teaching English-ESP (Great Britain), Nova 

Southern University (USA), University of Bahcehesir 

(Turkey), University of Niš (Serbia), University of 

Salamanca (Spain), "Ovidius" University Of Constanta 

(Romania), South East European University 

(Macedonia) , Universitas Pendidikan Ganesha 

(Indonesia), Mykolas Romeris University (Lithuania), 

Un iversity of Costa Rica (Costa Rica), University of 

Rijeka (Croatia), Universidad Externado de Colombia 

(Colombia), University of Tirana (Albania), 

Pascasarjana Universitas Negeri Jogyakarta 

(Indonesia), Algonquin College of Applied Arts and 

Technology (Canada), Conducted by AITSL-Australian 

Institute For Teaching And School Leadership Limited 

(Australia), Center for Teaching and Learning, Wirley 

University services (UK).  

RESULTS AND DISCUSSION 

The attraction of new innovative ideas and 

technologies to the agricultural sector, as well as the 

increase in the demand for young professionals to 

learn foreign languages, is due to a number of 

important factors. The author's many years of practical 

work experience in higher educational institutions 

specializing in agriculture shows that the student takes 

a conscious approach to the process of learning a 

foreign language, as well as to the use and application 

of expressions in his native language. The structure of 

communication skills has been described by extensive 

publications. [1] 

Most higher education institutions adopt a traditional 

teacher-centered approach to teaching English. In this 

approach, most students are often passive receiver 

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https://scholar.google.co.in/scholar?q=IMPORTANCE%20OF%20USING%20AUTHENTIC%20MATERIALS%20IN%20ENGLISH%20CLASSES
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Volume 02 Issue 11-2022 117 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 115-119 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

learners. To develop students ’communicative and 

professional knowledge in the process of learning 

foreign languages, we can point to some non-

traditional technologies and methods, such as 

problem-solving and career-oriented situations. These 

styles allow students to be encouraged to develop 

team building, communication, and creative skills.[2] 

Through problem-based tasks, students learn to solve 

mistructured, overt, or vague problems, and such tasks 

engage students in learning from real-life situations. To 

understand specific problems, students can work 

individually, in pairs, or in groups, and then find 

possible solutions to it. Career-oriented situations 

require problem solving, such as real partners or 

professionals from organizations that require students 

to solve problems.  

Authentic materials are one of the most important 

tools that a teacher can and should use in the 

classroom to ensure that his/her teaching runs 

smoothly and effectively communicates the necessary 

knowledge to all students. This article provides some 

details and points of using authentic materials in 

teaching foreign languages, and explains some of the 

problems of applying this in the classroom. The use of 

authentic materials in EFL classes is not new, because 

teachers started using them in the 1970s because of 

the spread of the Communicative Language Teaching 

Approach. Martinez (2002), defines authentic 

materials as the materials which are prepared for 

native speakers and not designed to be used for 

teaching purposes.[3]  

Types of Authentic Materials. Teaching materials are a 

very essential part of teaching and learning a foreign 

language. These days, the resources for teaching 

materials are available for everybody. The internet is 

regarded as a very important and rich source for 

authentic materials. Genhard (1996) classified 

authentic materials into three categories as follows:  

1. Authentic listening materials, such as radio news, 

cartoons, songs, etc.  

2. Authentic visual materials, such as street signs, 

magazines and newspapers pictures, post cards, etc.  

3. Authentic printed materials, such as sports reports, 

newspapers, restaurant menus, train tickets, etc.[4] 

In non-philological higher educational institutions, the 

English language has a slightly different character, 

using authentic materials in the course of classes, and 

it is appropriate to form the materials based on the 

section of directions. In this process, cooperation with 

content teachers is of particular importance. It is 

proven in practice that the design of materials based 

on the analysis of needs is an important factor in 

achieving educational efficiency. Interdisciplinary 

collaboration, that is, collaboration between language 

professionals and technical educators, has long been 

viewed as a valuable mechanism for supporting 

https://doi.org/10.37547/ajps/Volume02Issue11-16
https://scholar.google.co.in/scholar?q=IMPORTANCE%20OF%20USING%20AUTHENTIC%20MATERIALS%20IN%20ENGLISH%20CLASSES
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Volume 02 Issue 11-2022 118 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 115-119 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

students' academic literacy development. However, 

such collaboration, particularly in the form of group 

teaching in the classroom, is rare; the role of content 

specialists is underappreciated in team-taught 

classroom settings. Such interdisciplinary cooperation 

in the teaching of English language in the fields of 

agriculture has been implemented based on mutual 

solidarity with teachers of specialized subjects. In 

particular, there is close cooperation with professors 

and teachers of the department "Technology of 

agricultural products storage and preliminary 

processing" at the Karshi engineering-economics 

institute. This cooperation is manifested in the 

recommendations of the English language teacher in 

the preparation of authentic materials for the lesson 

process, which lexical units that students will have 

problems with in the future in their field, so the role of 

content teachers may not be known in the audience, 

but the correct organization of the process in 

cooperation is proven by the achievement of the goal 

in the lesson.[5]  

Selecting Authentic Materials: Nunan (1989) divides 

communicative classroom tasks into two categories. 

These are: -‘real world’, this type of task provides the 

learners with 'pedagogic': this type 'stimulates 

interned process of acquisition' only without getting 

the learners to practice the skill that might be needed 

in the real world. This type is represented in the course 

books used by teachers in the class. Therefore, using 

authentic materials is necessary for learners to be 

prepared for dealing with real world situations. Here, it 

is the teachers' role to choose suitable authentic tasks 

to support learners' learning. Teachers need some 

criteria to lighten their path, to be able to choose the 

tasks the learners will benefit from. [6]  

Communication is an important part of everyday life. 

Even when we are alone, we communicate with 

ourselves and in some way with other people. Our 

success, status or achievements in our organization 

depends on our ability to communicate. Therefore, 

especially in the teaching of English in higher education 

institutions specializing in agriculture, it is important to 

create a lively communication environment for future 

personnel within their fields. In order to overcome 

obstacles in the development of lexical competence in 

this process, first, it is necessary to analyze the 

problems and needs that arise in this process and form 

the process on this basis. In this case, authentic 

materials from non-pedagogical tools are of great 

benefit. For example, the fact that these materials are 

taken from real life, future personnel will certainly face 

these situations from the point of view of a foreign 

language, ensures the relevance and healthiness of this 

process. The student develops social immunity skills to 

the natural process. Authentic materials serve as the 

object of this immunity. This immunity lays the 

groundwork for overcoming English language barriers 

in professional life. 

https://doi.org/10.37547/ajps/Volume02Issue11-16
https://scholar.google.co.in/scholar?q=IMPORTANCE%20OF%20USING%20AUTHENTIC%20MATERIALS%20IN%20ENGLISH%20CLASSES
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Volume 02 Issue 11-2022 119 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 115-119 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

CONCLUSION 

In conclusion, the issues of English language teaching 

in non-philological higher education institutions are 

considered as a special area of attention today. Until 

today, educational institutions specializing in the 

training of foreign language teachers have not 

operated based on a separate program for the training 

of personnel in the field of ESP. The demand for English 

language teaching for special purposes further 

reinforces the need for reform in this field. In 

particular, it is natural that the use of authentic 

materials in the teaching of a foreign language in non-

philological higher education institutions, real-life 

sources in the design of materials serve as one of the 

important points in this process. 

REFERENCES 

1. Kholiyorov, B. K. (2020). THE STATE OF 

ENGLISH LANGUAGE TEACHING AND THE 

CONDITIONS FOR THE DEVELOPMENT OF 

LEXICAL COMPETENCE IN THE HIGHER 

EDUCATIONAL INSTITUTIONS SPECIALIZED TO 

AGRICULTURE. Scientific Bulletin of Namangan 

State University, 2(8), 358-364; 

2. Bunyod, K. THE STATE OF ENGLISH LANGUAGE 

TEACHING AND THE CONDITIONS FOR THE 

DEVELOPMENT OF LEXICAL COMPETENCE IN 

THE HIGHER EDUCATIONAL INSTITUTIONS 

SPECIALIZED TO AGRICULTURE. European 

Journal of Research and Reflection in 

Educational Sciences. Vol. 8 No. 12, 2020 Part II 

ISSN 2056-5852. 22-23;  

3. Sindarova.D.N, Bozorova.M.M. USING 

AUTHENTIC MATERIALS IN TEACHING 

FOREIGN LANGUAGES. International journal of 

word art. No6/21. 200-201; 

4. Genhard, J., G. (1996). TEACHING ENGLISH AS 

A FOREIGN LANGUAGE: A TEACHER SELF-

DEVELOPMENT AND METHODOLOGY. Ann 

arbor: the university of Michigan press. 

5. Kholiyorov, B. K. DEVELOPMENT OF LEXICAL 

COMPETENCE IN TEACHING ENGLISH IN 

DIRECTIONS SPECIALIZING TO AGRICULTURE. 

Dissertation thesis of PhD in pedagogical 

sciences. 2021. Samarkand. 31-32; 

6. Nunan,  D. (1999).  SECOND  LANGUAGE  

TEACHING AND  LEARNING.  Boston:  Heinle  

and  Heinle Publishers.  

 

 

 

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