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M. V. Shevchenko
The National Technical University of Ukraine “Kyiv
Polytechnic Institute”, Ukraine
Authentic Language Materials at EFL Lessons
Now,
more and more university EFL (English as a Foreign Language) lecturers aspire to
make teaching process as close to the real life as possible, creating conditions
for students’ communication based on authentic topics and using the authentic foreign language. Therefore,
characteristics of authentic language materials, which can be used at EFL
lessons, should be clearly specified.
J.
C. Richards [7] considers teaching materials a key component in most EFL
programmes as long as the ones a teacher uses serve as the main source of the
language input students receive and the basis for the language practice that takes
place at the lesson.
According
to J. McDonough and C. Shaw [5, p. 43], authenticity can be defined as, “a term
which loosely implies as close an approximation as possible to the world
outside the classroom, in the selection
both of language material and of the activities and methods used for practice
in the classroom.”
Under
authentic materials are understood fragments of or full-length videos, texts, audio
recordings, and other teaching resources that were not specifically created for
pedagogical purposes [7]. These genuine materials may have a positive effect on
students’ motivation as they are intrinsically more attention-grabbing and
interesting than specially-prepared educational materials.
In
contrast to older teaching methods, like the Grammar Translation Method, focusing
only on teaching rules, memorizing lists of words, and doing written exercises
prepared long ago, at the heart of contemporary methods is communication, and
more precisely, improvement of students’ communicative skills, what allows them
to be more prepared to real-life communication with their future colleagues in
professional area and just with ordinary people of other nationalities. This new
teaching aim is as valuable as can be while plain knowledge of grammar rules or
learned-by-heart vocabulary isolated from any authentic context will never be
100% useful if students do not know how and when to use this or that rule or
word. This missing piece in students’ professional foreign language competence is
the continuous practice of authentic communication and simultaneous discovery
and memorizing of correct vocabulary in the suitable context typical of native
speakers’ communication in the language, which is studied.
An
authentic audio- or written text is a great alternative to obsolete
specifically-prepared recordings or textbooks (which may not correspond to
students’ needs), and so, gives learners genuine materials they need to enhance
their, for instance, listening or reading comprehension. Authentic language
heard on recordings not prepared artificially, i.e. exactly with the aim of
teaching students, represented by movie (fragments), TV news or audio recordings
like podcasts, radio programmes, etc., provides students with opportunities to subconsciously
“feel” the foreign language and comprehend by themselves peculiarities of use
of modern English vocabulary and grammar, noticing some colloquial words and
phrases often used in a “live” language but never, or almost never, present in
specially-prepared teaching materials, which are presented somewhat “refined”,
or simplified, to language learners.
There are the following
criteria for selecting authentic materials for university EFL lessons [4]:
1) percentage of authenticity; 2) content appropriateness; 3) compatibility
with objectives of the EFL course; 4) usability.
But
for all that, authentic materials must be used in accordance with students’
abilities and level of foreign language knowledge [1]. Some researchers [2; 3]
state that the materials in question can be employed solely with intermediate
and advanced level students, whereas others [6] think that all learners, even
with lower levels of English knowledge, are able to work with authentic
materials at foreign language university lessons. So, the choice is up to
foreign language teachers, who know the students and their English language
proficiency at a particular stage of training.
To
sum up, it should be said that correctly selected and used English authentic
audio-visual or textual materials is an indispensable element of any EFL
teaching at the university. They may be used with technical students and
students-linguists, with people having intermediate or advanced levels of
foreign language knowledge. But the one thing remains certain – authentic
materials at English lessons is a key to the preparation of highly-qualified students,
sure in their level of communicative skills and confident in their ability to
use suitable vocabulary and grammar in the process of genuine real-life
communication with foreigners, including their colleagues from other countries.
References:
1. Baird, K. (2004). The Use of Authentic Materials in the K-12 French
Program. Winston-Salem, NC: Wake Forest University, Department of Education.
2. Kilickaya. F. (2004). Authentic materials and cultural content in EFL
classrooms. The Internet TESL Journal.
10 (7).
3. Kim, D. (2000). A Qualitative Approach to the Authenticity in the Foreign
Language Classroom: a Study of University Students Learning English in Korea. Texas Papers in Foreign Language Education.
5 (1), p. 189-205.
4. Lee, W. (1995). Authenticity Revisited: Text Authenticity and Learner
Authenticity. ELT Journal. 49 (4), p.
323-328.
5. McDonough, J. and Shaw, C. (1993). Materials
and Methods in ELT. Oxford: Blackwell.
6. McNeill, A. (1994). What Makes Authentic Materials Different? The Case
of English Language Materials for Educational Television. Language and Learning. Papers
presented at the Annual International
Language in Education Conference (Hong Kong, 1993). p. 312-326.
7. Richards, J. C. (2001). Curriculum
Development in Language Teaching. Cambridge: Cambridge University Press.
321.