Ingliz tili va adabiyoti” kafedrasi mudiri

Tаsks оf reseаrch: By studying authentic materials, knowledge can be acquired more easily and efficiently and can be applied to any type of education.
A simple approach would be to simply find authentic material in the target language which discusses a topic that was covered in the textbook, but from another perspective. Let’s say that the textbook covers the topic of food and restaurants, presenting food words and the grammar of ordering. On the internet, it is amazingly easy to find a wealth of material in various levels of difficulty such as restaurant menus, articles about restaurants dining, restaurant reviews…the list goes on and on. You can then use these materials in a multitude of ways. 
The оbject оf the reseаrch: Types of real materials, its advantages and its difference with ESL.
The subject оf the reseаrch: Organization of the lesson process based on real materials in the auditorium.

CHAPTER I. FORMATION OF AUTHENTIC MATERIALS IN FOREIGN LANGUAGE TEACHING.
1.1 Theoretical development of the use of authentic materials in foreign language teaching
At the present stage of development of society, the study of a foreign language is of particular importance. One of the most effective and creative means of teaching a foreign language is the use of video materials. We consider video material as any video production recorded on an electronic medium (or reproduced via the Internet), combining visual and sound sequences, characterized by situational adequacy of language means, natural lexical content and grammatical forms. Modern approaches to learning assert that a person is actively and willingly ready to receive information himself, interacting with his environment.
This is much more interesting than waiting for the moment when information will be transmitted directly to him. Inmodernlearningenvironments, students must interact with authentic activities and materials that reflect real life. Because authentic materials include reallife challenges and complexities, they provide students with real-life experiences. In addition, students collaborate and communicate with friends, parents, or more advanced people such as teachers in school and out-of-class settings. Consequently, they continue to study both at school and outside. In foreign literature for authentic materials there is the concept of "real texts", they mean materials that are created for native speakers.
Authentic materials, if they are used correctly in teaching, can improve knowledge of a foreign language, despite the fact that they are not specifically designed for teaching a foreign language.
Turning to the interpretation of the concept of authentic material, we can see different approaches. Foreignscientistshavewidely considered this phenomenon. For example, in the approach of Ron Oliver and Janice Herrington, a new term "authentic learning" was highlighted, this term is directly related to the real life of students, and is aimed at preparing to face real situations in the world.
Another approach was proposed by David Nanen and Ronald Carter, defining authentic materials, calling them ordinary texts not specially prepared for the purpose of language teaching . Supporting his position, Robert Jordan gave a similar definition of an authentic text as a text not specially developed for pedagogical purposes. Eric Jacobson proposed to call authentic materials those materials that are used in classrooms in the same way as they could be used in real life.
FeritKilikia believes that authentic material is one whose language correlates with the real language and its use in its own community. Healsoaddedthat the English presented in the classroom must be authentic and not artificially reproduced for educational purposes. As a rule, this involves the use of materials that include the language naturally occurring in communication, in the use of native speakers.
According to Jerry Gebhard's definition, authentic materials include anything that is used for communication. They can be presented in the form of newspapers, magazines, television or radio programs, films, songs, advertisements.
There is also the following judgment: “Authentic material is not intended for educational purposes and is not adapted to the needs of students, taking into account their level of language proficiency. It reflects the national characteristics and traditions of the construction and functioning of the text”.
"Authentic" is often used synonymously with the words "documentary", "real" and "real." This concept is opposite to the concepts of "produced", "fabricated", "fake" .
"Authentic texts are actually original texts written by a native speaker for native speakers ... This is the category that is usually interpreted as a semiotic space, which is a multi-level holistic formation, as a result of the reflection of a certain fragment of reality using a certain sign system." – N.V. Baryshnikov asserts.
Most of the materials used in the process of teaching a foreign language must be authentic. Therefore, itisobvious that it is impossible to completely refuse to work with inauthentic materials in foreign language classes.
All authors distinguish authentic materials and, in particular, texts, into a special layer of material, not developed for pedagogical purposes and reflecting the current norms and provisions of the language, its modern stage of development. Inthiswork, by authentic video we mean video recordings (combining visual and sound series) intended for native speakers, which contain linguistic and extra-linguistic information in the spheres of social life associated with any human activity, and show the functioning of language as a means of communication in a natural environment. Speaking about the use of video materials in teaching,it should be noted that authentic video materials arouse interest among students due to their stylistic genre education. At the same time, no other materials can give such a complete picture of the sociocultural reality of the country of the target language and demonstrate the combination of verbal and non-verbal codes of foreign language communication. Authentic content helps broaden the horizons of all students in schools, languageandnon-languageschools.
Yes they are, but that's the point! Your text, written or recorded, is likely to be too hard, even, in some cases, for advanced students. The trick, regardless of the text used, is not to edit and grade the text, but to grade the task according to your students' abilities. This is for three reasons: most importantly, it reflects the kind of situation your students may face in an English-speaking environment, it saves you time and energy (more of an added bonus than a reason) and lastly it encourages and motivates your students when they can 'conquer' a real text.¹
The same text could be used in a variety of different ways. Let us take a tourist information leaflet. This kind of authentic material has the added advantage that it can be easily and swiftly ordered for free and in multiple copies from tourist boards and agencies. This also removes issues of copyright, which is a common problem of using authentic materials and should be checked depending on your particular situation. (Some countries allow a small number of copies to be made for educational purposes, but this can vary.)
With a little pre-teaching a low level class can use the leaflet to find out key information, 'What is the telephone number for..?' or 'When is..?' and so on.
At higher levels the same text could be used together with similar or related texts to form part of a research project (in this case, web sites, posters and similar leaflets spring to mind).
The question of levels
Naturally certain texts will lend themselves more easily to certain levels.
At lower levels some possibilities include leaflets, timetables, menus, short headline type reports, audio and video advertising, or short news broadcasts. The task should be simple and relatively undemanding, and it is important to pre-teach key vocabulary so as to prevent panic.
At more intermediate levels this list could be expanded to include longer articles, four or five minute TV or radio news reports, a higher quantity of shorter items, or even whole TV programmes, if your copyright agreements allow it. Again pre-teaching is important, although your students should be able to deal with unknown vocabulary to some extent.
it's a case of anything goes. At an advanced level students should have some tactics for dealing with new vocabulary without panicking, but it's still useful to have a few quick definitions to hand for some of the trickier stuff!
Dealing with unknown language
Especially with lower levels, it needs to be emphasised that students do not have to understand everything. I've found that students don't often believe you until you go through a few tasks with them. Teaching them this skill, and developing their confidence at coping with the unknown is an important element in their development as independent learners.