Использования аутентичных материалов в преподавании английского языка как иностранного
Дипломная работа - Иностранные языки
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cording of a text being read. It is not necessarily an exact audio version of a book or magazine. Usually they are popular fiction literature, for example, "The Chronicles of Narnia" by C. S. Lewis or "Harry Potter" by J. K. Rowling. Nowadays it is possible to listen to audio books through cassettes, compact disks, computers, mp3 players, i-Phones as well as cell-phones. With the spread of the Internet, people can download audio files from the Internet to these personal gadgets and listen to them whenever and wherever they want. Probably in this case the main role of the English teacher is to promote audio books to students as a wonderful opportunity to better their language skills. They also can become a part of course curricular.books are especially useful for auditory students. Auditory learners prefer to collect and confirm information via listening (the information retrieved from the Better Language Teaching website). They can quickly process and act upon the information. These students more effectively absorb and retain the information with dynamic use of the language. It means that auditory learners enjoy listening to books than reading books. It might be one of the reason why some of the students are reluctant in reading classes. It may be easier for them first to listen to a book following the text than to read it themselves.the last two decades the audio book entered foreign language teaching with the purpose of being a model for a native-like speaker. In EFL learning, audio books enhance pronunciation and contribute to the students education and advancement and thus increase her/his language comprehension. Pronunciation work in particular has benefited and therefore most pronunciation programs now incorporate some sort of voice recording and playback to let students compare their recordings with a model. "When paired with matching text, audio books reinforce word, phonic, and syntactic knowledge; reading-while-listening is the most efficient way to assist readers transition to fluency" (Dowhower,1987).is the most used skill among the language skills; 85% of what we learn, we learn by listening. Audio book listeners gain better reading comprehension skills as non-listeners. About 45% of each day is spent listening to others and audio books are often credited with developing and improving listening skills (Gndz, 2006)., when presented with the printed word, learners see the written forms of words; but audio books make it so that the rhythm patterns of words become more distinct and thus allowing the material to become more easily understood by non-native speakers. That is, the students have the opportunity to hear the pronunciation of words they are unfamiliar with and] frequently pick up the meaning of the word by the readers tone. The connection between text and words becomes clear with the use of audio books, helping the student improve her/his reading and vocabulary skills.
.5.2 Podcasts
The term podcasting is a blend of the words iPod and broadcasting given to the publishing of audio (usually MP3 files) via the Internet, designed to be downloaded and listened to on a portable MP3 player of any type, iPod, or on a personal computer. It is a digital recording of a radio broadcast or similar program. In addition, there is also a web feed which allows users to subscribe to the audio program and automatically organizes to be downloaded files to their MP3 players or iPods.have become a very popular way to share content on the Internet. The contents vary from news, government documents, interviews, reviews to language lessons. Many podcasts provide supplementary materials such as scripts, study guides and exercise downloads for language learners. Two most known and reliable web sites CNN and BBC provide up-to-date and very beneficial podcasts for the use of ESL/EFL learners. They give most readers an idea of how indispensable, and enjoyable, podcasts can be when utilized for the sake of education.(2007, as cited in Gndz, 2006) lists several benefits why he prefers podcasts to audio books in his web site. According to him they seem easier to listen to in bite-sized chunks. He states when you only have 10 or 15 minutes, it is often easier to throw on a podcast and listen to it in its entirety than it is to pick up an audio book mid-stream. You can download them automatically and they are timeless, as well. There is certain information that is much better consumed right away (e.g., news and current events, sports, etc.)idea that a podcast can be produced by just about anyone with access to the Internet has generated a lot of interest in educational circles. In ELT, the appeal is not only in providing additional listening input for students, but that students themselves can become involved in recording and producing the podcast. Thus, students podcast can become an authentic project that encourages students to learn by doing real thing.
2.6 Fiction
talk about using fiction literature in the classroom, we have to define the word literature. According to Macmillan dictionary (2011) literature are stories, poems, and plays, especially those that are considered to have value as art and not just entertainment. One broader explanation of literature says that literary texts are products that reflect different aspects of society. They are cultural documents which offer a deeper understanding of a country or countries. Other linguists say that there is no inherent quality to a literary text that makes a literary text; rather it is the interpretation that the reader gives to the text (Eagleton 1983). This brings us back to the above definition in the sense that literature is only literature if it is considered as art. Of course, if a work is treated as a masterpiece, it is an authentic text. There are many good reasons for using literature in the classroom. Clandfield lists fire reasons:
1.Firstly, of all literature is authentic material. It is good to expose learners to this source of unmodified language in the classroom because they skills they acquire in dealing with difficult or unknown language can be used outside the class.
2.Literature encourages interaction. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions.
.Literature expands language awareness. Asking learners to examine sophisticated or non-standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use (Widdowson, 1975 quoted by Lazar 1993).
.Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom.
.Literature is motivating. Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in course books.
.6.1 Different models of teaching literature in class
There have been different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). How the teacher will use a literary text depends on the model they choose.cultural model views a literary text as a product. This means that it is treated as a source of information about the target culture. It is the most traditional approach, often used in university courses on literature. The cultural model will examine the social, political and historical background to a text, literary movements and genres. There is no specific language work done on a text. This approach tends to be quite teacher-centered.language model aims to be more learner-centered. As learners proceed through a text, they pay attention to the way language is used. They come to grips with the meaning and increase their general awareness of English. Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary (in the same way that these are presented in coursebooks for example) or use stylistic analysis. Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text - it aims to help learners read and study literature more competently.personal growth model is also a process-based approach and tries to be more learner-centered. This model encourages learners to draw on their own opinions, feelings and personal experiences. It aims for interaction between the text and the reader in English, helping make the language more memorable. Learners are encouraged to "make the text their own". This model recognizes the immense power that literature can have to move people and attempts to use that in the classroom.
.6.2 A sample of literature lesson plan
Here is a lesson plan format that works well for extracts from stories, poems or extracts from plays proposed by Clandfield:one: warmerare two different possible routes one can take for this stage:
Devise a warmer that gets students thinking about the topic of the extract or poem. This could take several forms: a short discussion that students do in pairs, a whole class discussion, a guessing game between you and the class or a brainstorming of vocabulary around that topic.
Devise a warmer that looks at the source of the literature that will be studied. Find out what the students already know about the author or the times he/she was writing in. Give the students some background information to read (be careful not to make this too long or it will detract from the rest of the lesson; avoid text