This article is devoted to the study of Turkish phraseological units, special attention is paid to the study and analysis of phraseological units with the “baş” component. The main goal of the authors was to study somatic phraseological units, which include the “baş” component, study their semantics, and analyze their use in oral and written speech. To achieve this goal, the following tasks were identified: the study of the scientific literature on phraseological units; the study of scientific works devoted to somatic phraseological units of the Turkish language; finding sources related to the topic of the study, and collecting material; semantic analysis of somatic phraseological units with the “Baş” component; formulation of conclusions based on the results of the analysis. The article uses lexical-semantic and conceptual-analytical research methods. In the part of the article that illuminates the degree of knowledge of the topic, a comment is given to a number of noteworthy scientific papers. The article notes that language is a means of communication between members of society, serves a person as a means of helping to express their thoughts and inner experiences verbally and in writing, that each person, when presenting his thoughts, uses a number of ways to make his speech more beautiful and more informatively, that among these methods the use of phraseological units is the most effective. The authors emphasize that phraseological units enrich written and oral speech, and provide a more complete and clear presentation of thoughts.

The article carried out a study of 217 phraseological units in which the “baş” component functions, shows the difference in their content, structure and composition, analyzes the most frequent phraseological units with the “baş” component used in oral and written Turkish speech.

As a result of the analysis, a conclusion was made about the use of phraseological units with the “baş” component in various situations. Most of these phraseological units are used in a problem situation, the number of such phraseological units is 65. Along with this, the author notes the cases of using phraseological units with the “baş” component in the following situations: physical condition (29), mutual respect (17), in the process of excitement (14), and leadership (14).

This study critically examines the concept of authenticity in English for Academic Purposes (EAP) textbooks used in Iranian higher education. The research focuses on how well these textbooks align with the principles of authentic learning, which emphasizes real-world application, meaningful engagement, and the development of critical thinking skills. By analyzing a selection of widely used EAP textbooks, the study explores the extent to which they incorporate authentic materials, tasks, and contexts that prepare students for academic challenges in English-speaking environments. Through a combination of content analysis and expert feedback from Iranian EAP instructors, the study identifies both strengths and weaknesses in the representation of authentic academic practices. The findings suggest that while some textbooks offer valuable real-world examples and tasks, many still rely heavily on contrived or overly simplified content, limiting their practical utility for students. The study concludes by offering recommendations for improving the authenticity of EAP materials to better equip Iranian students for the academic demands of international higher education.