Bedelova T.B. , Tazbulatova G.K.

L. N. Gumilyov Eurasian National University, Kazakhstan

Use of authentic materials in a foreign language teaching at secondary schools in the Republic of Kazakhstan

In recent years, there have been many references to the notion of ‘authenticity’ and ‘authentic materials’ in the field of language teaching. This phenomenon is tightly linked with the fact that nowadays language teachers are more concerned with the main purpose of teaching a foreign language, which is to enable students to express themselves with proper use of the language in real communication. This result, in its turn, can only be achieved if the whole teaching and learning processes are thoroughly and systematically organized and, more importantly, the materials used in a classroom should not only reflect the learners’ needs, preferences and expectations, but also be closely related to the real world. Authentic materials application in a classroom is a primary way of converting that idea into a reality.

It is widely acknowledged that there are different definitions and interpretations for the term “authentic material”. According to Harmer , “Authentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for speakers of the language in question.” Therefore, for example, English poems, newspapers, magazine articles, pictures, time-tables, travel guide, films, clips, postcards, recipes, radio programs, broadcasts, etc. can be exploited as authentic materials in teaching English. However, it does not mean that these forms of lesson organizations should substitute the traditional methods; rather they should be used in combination with them to make the teaching process more effective.

The applicability of authentic materials in the field of teaching English as a second language lies in its functionality. This functionality can be understood as the quality of being oriented towards the practical use, as they have potential to imitate a real communicative environment, which is, according to many methodologists of the field, the key factor of successful foreign language acquisition.

Nevertheless, the use of authentic materials in practice at secondary schools in Kazakhstan is very limited. Two reasons can explain this fact. Firstly, there is an apparent discrepancy between the current aims of English teaching and the main teaching materials that are used within the scope of national curriculum, particularly the scarcity of authentic materials. Secondly, it is the lack of required teaching methodologies and theoretical concepts of applying authentic materials in a class.

Nosonovich E.V. and Millrood O. P. (17) believe that it is preferable to teach a second language with the help of authentic materials, which were taken from original sources and not intended for educational aims. On the other hand, they admit that these materials can sometimes be too difficult in terms of language use and not always correspond to the certain teaching tasks and conditions, thus, distinguishing a separate group of adapted methodology or study textbooks.

The linguists note the importance of keeping the authenticity of a genre, because this wide variety of genres and contents expose the learners to the real use of language clichés, idioms, slangs and other features of vocabulary related to the various areas of life and belonging to different styles.

Accordingly, authentic materials are the materials, taken from original sources that can be characterized as having real vocabulary units, grammar structures, language means appropriate to the real life situations and not specifically intended but used in educational ways to teach a foreign language. Educational authentic materials are materials that were specifically designed by taking into account all parameters and criteria of authentic educational process and intended to solve certain educational tasks.

Benefits of using authentic materials in a class:

- interesting and compelling content

- they can be selected depending on the students’ interests or can be selected by the students themselves for their individual study

- they reflect the actual use of language in cultural context

Authentic materials can be divided into the following groups:

a) realia (objects from real life)

b) printed texts (books, newspapers)

c) images (photos, placards)

d) multimedia (CD, DVD, softwares, applications)

In order to make the application of authentic materials more productive it is crucial for teachers to learn how to choose the relevant materials and ways of adjusting them to the aims of teaching a foreign language. For example, it would be more interesting for the learners to read some extracts from the real English tabloids or newspapers so that they could imagine themselves as real Londoners or to ask them find a suitable job or an apartment using the mentioned newspaper. This feeling of participating and immersing into everyday life situations of English speakers with the help of these visual authentic materials not only contributes to the natural acquisition of the target language, but serves as a powerful motivation for the learners.

Undoubtedly, more positive results can be achieved due to the use of audiovisual sources, particularly educational films or videos. In order get a clear image of the specific language behavior of native speakers the students should see the setting of a situation where an act of communication is maintained (shop, subway, airport, classroom, theatre, etc.), because these specific features of the situation exerts a substantial influence on their further linguistic behavior. In addition, a film allows to learn and understand deeper the characteristic features of the country and life of people. It is therefore necessary to apply all possible ways of using audiovisual sources.

An important factor of introducing or implementing these suggestions into practice is to follow the main principles of introducing cultural content corresponding to a specific stage of teaching a foreign language. Among the general principles of introducing new material Millrood believes the essential ones are the principle of minimalism and the choice of relevant authentic materials that will suit the teaching aims at a certain stage of learning and engage the learners into pair or group works. Moreover, it is necessary to take into account all psychological characteristics of an individual, their socio-cultural surrounding and interests.

The authentic materials application at the initial stage of education is comparatively restricted due to the complexity of a large number of lexical, grammar, phonetic items, whereas at the middle and senior stages students can only benefit from using authentic materials in their learning as they already possess the required minimum of language aspects. Therefore, authentic materials application and analysis of the main features of working with them seem to be more appropriate particularly at the senior stage of education. A wide variety of techniques using authentic materials can be employed to develop all four receptive and productive skills in English. However, listening tends to be the first listening skill that every person comes in contact with then he or she is born, before they learn and produce any linguistic patterns in their mother language.

Hence, enabling students to acquire real communication skills in the target language is possible due to the use of authentic texts and resources taken from the real life of native speakers or compiled into studying materials taking into consideration all cultural, national characteristics of the country and generally accepted rules of language use. Use of such authentic or instructional-authentic texts that represent natural speech production and designed for language students will allow us to teach essential language skills, create the language immersion environment in a classroom and enhance students’ motivation to learn a foreign language.

REFERENCES

1. Harmer J. The Practice of English language teaching. London, UK. Longman. 1994.

2. Hedge T. Teaching and learning in the language classroom. Oxford, UK. Oxford University Press. 2000.

3. Krichevskaya K.S. Pragmaticheskie materialy, znakomyaschie uchenikov s kulturoi i sredoi obitaniya zhiteley strany izuchaemogo yazyka. Inostrannye yazyki v shkole. 1996, No 1, pp. 13-17.

4. Martinez A. Authentic materials: an overview. Karen’s linguistic issues. http://www3.telus.net/linguisticsissues/authenticmaterials.html

5. Nosonovich E.V. Parametry autentchinogo uchebnogo teksta. Millrood R.P.//Inostrannye yazyki v shkole. 1999, No 1, pp. 11-18. ---. Kriterii soderzhatelnoy autentichnosti uchebnogo teksta. Millrood R.P.//Inostrannye yazyki v shkole. 1999, No 2, pp. 6-12.

6. Peacock M. The effect of authentic material on the motivation of EFL learners. ELT Journal, 51(2), 144-156. 1997. http://dx.doi.org/10.1993/elt/51.2.144