Content introduction main body

Conclusion
The advantages of using authentic materials in the EFL classroom far outweigh the drawbacks.
In my view, there is an argument that entire courses should revolve around authentic materials, even for lower level learners.
So maybe directors of studies and teachers don’t need to devise syllabuses at all.
After all, language acquisition is haphazard and scatty, not formulaic and linear.
Assuming there are some levels of students so high that any grading would make a text too easy (and even then it must be possible to rewrite it so that there is more useful or even more challenging language in it), if you did take a text written for native speakers and try to match it by language level to a selection of articles from EFL language textbooks you would almost always end up with it in Proficiency (i.e. very Advanced) level. There are exceptions, though, including freebie newspapers like Metro, newspapers from non-English-speaking countries, some websites (again especially those from non-English-speaking countries), specialist texts in the students’ area of expertise, some instruction manuals, some notices and street signs, some pamphlets and leaflets, and some articles from Reader’s Digest. The fact that these can be more fully understood by lower level learners usually means that the language in them is more commonly used and therefore more useful to learn, but these also could usually gain from some judicious rewriting to tie in with the syllabus of the course etc if you have the time and technology.
There might be language and cultural references that even native speakers from other This can be a huge problem if the teacher also doesn’t understand! Ways of avoiding this include using the English-language press of the country the students are from; using texts about something you know one or more students are interested in and knowledgeable about such as one of their hobbies; and using websites, newspapers and magazines that have an international readership.
This could be a good time for students to practice their “guessing meaning from context” skills, but that is only usually possible if they understand over 90% of the language around that word. This means that they have to be Advanced or even Proficiency level to be able to do so with most authentic texts. As with the point above, there are few good ways of using this factor and the best thing to do is almost always to try to avoid it by choosing more suitable texts, rewriting, or concentrating on another aspect of the text you choose.
The texts are often too long
This can be a factor with Sunday magazine articles that you’d love to use in class but cover six pages, and also for books for students to read at home. In fact, the shortness of a graded reader can be just as much part of the appeal as the simplified language. One solution with authentic texts is to use only an extract, but this can make understanding it even more difficult unless you can find some way of explaining very clearly what comes before or after the part you give them. There are also shorter news articles in the margins of a newspaper and on the Internet, but these rarely have the interesting storylines and language that are supposed to be the selling points of authentic texts. So, unless you are prepared to rewrite the text yourself there is usually no solution but to keep looking till you find the length you are looking for…

REFERENCES

Mishan, F. 2005. Designing Authenticity into Language Learning Materials, Bristol: Intellect Books
Alternative formats for evaluating content area vocabulary understanding. Michele L. Simpson. Testing a student's full grasp of a concept requires some different vocabulary tests. Here are some approaches that are easy to use in the classroom. Journal of Reading (31: 1, October 1987), pp. 20‑27.
Coady, J.. L2 acquisition through extensive reading. In J. Coady and T. Huckin, (eds.). Secondary language vocabulary acquisition. (1997).New York: Cambridge University Press.
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Laufer, B. The lexical plight in second language reading. In J. Coady and T. Huckin, (eds.). Secondary language vocabulary acquisition. New York: Cambridge University Press. (1997)
The list of used internet sites

1. 
   http://www.ziyonet.uz
   
2. 
   http://www.translation.org
   
3. 
   http://www.wikipedia.org