Использования аутентичных материалов в преподавании английского языка как иностранного
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t the heart of all good teaching is student learning, and students can only benefit if you, as a teacher, actively seek ways to assist them to become better learners.is possible to avoid disadvantages of authentic materials. Students enjoy using them as long as we, as teachers, provide them with proper pedagogical support. For example, Martinez (2002) suggests that teachers may use authentic audio materials for the students to listen for the gist and also he adds that by using authentic materials teachers will have the opportunity to encourage students to read for pleasure especially certain topics of their interest. Matsuta claims that using audio-visual materials aiding students comprehension is beneficial since it will prevent students especially beginners from being frustrated about authentic materials. Popular and traditional songs will help us to create a non-threatening environment. Guariento and Moley (2001) suggest that teachers should use authentic materials in agreement with students level and abilities. Often total understanding of materials is not required, so it is important to provide suitable tasks and set right goals for students.
1.5 Degrees of authenticity
relative notion of authenticity emerged in the 1980s and many scholars started to elaborate various degrees of authenticity. For instance, there was 16-level semantic differential scale, ranging from (highly authentic) native speakers spontaneous conversations produced for their own purposes to (relatively less authentic) composed conversations printed in textbooks. As it was mentioned earlier, there are two important types of classroom authenticity - input (language) authenticity and task authenticity. Since they work simultaneously, the overall level of authenticity is sum of them., for actual teaching such a differentiation does not have much value. Brown and Menasche (2005; quoted in Tatsuki, 2006) argue that non-authentic materials in different ways are more than just useful; they are essential in language learning. Materials that are considered as non-authentic are as valuable as authentic materials. Indeed, there are some situations in which authentic materials are almost useless - especially when they learners receptive proficiency is low, especially, if they do not have intrinsic motivation in studying them. The researchers go on to propose five levels for input from genuine input authenticity, altered input authenticity, adapted input authenticity, through simulated input authenticity to inauthenticity. At the same time they emphasize that no one type is better than the others. Also Rogers and Medley (1988) proposed three levels of appropriateness including appropriateness of text, appropriateness of task and appropriateness of sequence. Thus, the levels of authenticity should be seen in the light of appropriateness.
2. PRACTICAL PART
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There are different types of authentic materials which can be used in various ways in EFL settings. In the practical part of the work, we will observe how the concept of authenticity is realized in different kinds of teaching materials. In particular, we will examine textbooks, different prompts, movies, teaching projects, audio materials, fiction, and newspapers in order to give practical recommendations of the use of these materials. We will also discuss how the concept of authenticity can be applied in teaching of culture.
2.1 Textbooks
textbook publishers try to include authentic materials as many as possible in their textbooks. For example, in the textbook Focus on Grammar 4: An Integrated Skills Approach and its workbook one can find good samples of the application of the authentic approach.one of the main advantages of this textbook is that it has all covered grammar structures contextualized in real texts. Each unit starts with the part Grammar in Context where a shirt interesting article is given. Particular grammar structure is highlighted in every place where it occurs. Honestly, I found myself reading them just because I was interested in the information. For instance, in the unit 22 Future Real Conditionals grammar structures are implicated in an article about superstitions. It gives a curious statistics about superstitious behavior of many people. Then, 8 pages of different exercises on the same topic are given.experience has shown that if students do not like the text, they most likely will not like exercises that follow it. If they do not like exercises, the teacher probably will have hard time trying to persuade them to do them. So, grammar should be properly presented. Focus on Grammar offers a four-step approach:1: Grammar in Context shows the new structures in natural contexts, such as newspaper articles and conversations.2: Grammar Presentation presents the structures in clear and accessible grammar charts, notes, and examples.3: Focused Practice of both form and meaning of the new structures is provided in numerous and varied controlled exercises.4: Communication Practice allows students to use the new structures freely and creatively in motivating, open-ended activities. Although some of articles were certainly adapted to teaching which makes them inauthentic according to the notions of some scholars, they talk about real people and real life events. They contain culturally appropriate language. The authors do not reinvent the wheel. They adapt real information (texts) to the purpose of teaching. In this case, according to Brown and Menasche (2005), Grammar in context is an example of adapted or simulated input authenticity. By adapting real texts we make learning more meaningful. The information presented in the textbook and its workbooks has intrinsic educational value. It can become a part of general education of the learner. In addition, they offer appropriate tasks, for instance, on restaurant etiquette, reading boarding passes, interviewing, etc. There are also many information gap activities that are also very useful. The purpose of the teacher is to blur the barriers between artificiality of a classroom and authenticity of outside world. Information gap activities are good assistance in this task.
2.2 Prompts
prompts are called to engage learners by reaching outside the required textbook readings and standard course content (Lamb, Johnson, and Smith). Using prompts is good way of starting a lesson. They can help to break the ice, to activate background knowledge, to start a discussion. Prompts should have to do with students own sphere of interests, be relevant to them. It should be something real, so authentic materials are the best choice. We will observe three types prompts: pictures, visual clips, and realia.
2.2.1 Pictures
The question whether pictures themselves are authentic material or not is not relevant for us. It is much more important to consider what kind of appropriate tasks on pictures we, as teachers, can give to help our students to communicate in real life situations. On the Internet there are many ideas of how pictures can be used in a classroom, for example, Tern Pictures (Deubelbeiss D. & Volokhov D.):: get a pile of nice magazine pictures. Next, tear or cut them into twos. There are should be enough halves for the number of students in your classroom. Then, give each student half a picture. They have to walk around the class describing their picture and finding their torn "match". Once they find their match, they can sit down.there are lots of ways of using pictures. Students in groups can write stories, can talk about the pictures, brainstorm vocabulary. The list of activities one can do with them is limited only by teachers creativity. In general, pictures can be incorporated in any lesson: grammar, listening, reading etc. Usually they play a supplementary role.
.2.2 Visual clips
Basically, visual clips play the same role as pictures, although they provide more opportunities for teaching. Video clips can serve various purposes. They can help students understand main ideas of communicative events, figure out the meaning of unknown words, and organize information extracted from linguistic input. Video can also function as an advance organizer for language learning activities. Students can watch videos and discuss similarities and differences between, say, a traditional folk music in their own country and in the target language community. The use of this kind of advance organizer will help to enhance their cultural awareness before they engage in role playing activities such as asking about musical preferences (Kitajima & Lyman-Hager, 1998, p.40).might be a good idea to play a clip without sound. While viewing silent video clips, the instructor can introduce key vocabulary items that students will hear when the sound is eventually turned on. Finally, silent video clips can provide source material for task-based activities such as narrating a story, solving problems in the foreign language, and making decisions about behaviors in the target culture. For example, after watching a video introducing an incident at a Japanese nuclear power plant, students in small groups could discuss what the problem is, what can be done to reduce global nuclear pollution, etc.visual clips are ideal for teaching culture, especially, in our EFL setting where most of the teachers are non-native speakers and exposure to the target culture is very limited. By analyzing linguistic data students can enhance their awareness of the appropriate use of linguistic forms within the context of specific situations that they see in visual clips. Visual cues that they acquire from them can guide students to observe communicative situations and help them develop holistic scripts