Использования аутентичных материалов в преподавании английского языка как иностранного - Иностранные языки и языкознание дипломная работа

Главная

Иностранные языки и языкознание
Использования аутентичных материалов в преподавании английского языка как иностранного

Рассмотрение концепции аутентичных материалов в рамках российской действительности. Использование учебников, фотографий, видео, художественных фильмов, материальных предметов, учебных проектов, аудио книг, литературы и газет в обучении студентов.


посмотреть текст работы


скачать работу можно здесь


полная информация о работе


весь список подобных работ


Нужна помощь с учёбой? Наши эксперты готовы помочь!
Нажимая на кнопку, вы соглашаетесь с
политикой обработки персональных данных

Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.

Тема: "Использования аутентичных материалов в преподавании английского языка как иностранного".
Дипломный проект посвящен всестороннему рассмотрению концепции аутентичных материалов в рамках российской действительности.
Основная цель данной работы -- дать практические рекомендации по применению аутентичных материалов.
Гипотеза данной работы: аутентичные материалы содействуют лучшему усвоению английского языка как иностранного.
В первой главе рассматриваются методологические обоснования использования аутентичных материалов, их преимущества и недостатки, а так же особенности применения на практике.
Во второй главе приводятся практические рекомендации по использованию данных материалов, в частности, учебников, фотографий, видео роликов, художественных фильмов, материальных предметов, учебных проектов, аудио книг и подкастов, художественной литературы и газет. Там же рассматривается использование аутентичных материалов в преподавании культуры.
1.1 The definition of authentic materials
1.2 Advantages of using authentic materials
1.3 Disadvantages of using authentic materials
1.4 Using authentic materials with the students of lower levels
2.6.1 Different models of teaching literature in class
2.6.2 A sample of literature lesson plan
The whole idea of authentic materials came along with the one of the principals for communicative language teaching (CLT). Communicative approach emphasizes interaction as the ultimate goal of learning a language. So, the idea was that teachers should use authentic materials as much as possible instead of materials that have been developed specifically for language learners, because then they will be giving the students texts that they would actually need to use in the real world. In this case authenticity opposes artificiality. Authentic materials could be almost anything, for example, it could be a new newspaper article, or something found in a journal or a magazine, or forms that the patient has to fill out in a doctor's office, or a menu from a restaurant. In other words, it could be any kind of naturally occurring artifact in a language. There are also a lot of oral and visual sources of authentic materials, such as movies, TV news, and podcasts.
In recent years a gradual growth of interest of many English teachers toward the use of authentic materials has been observed. The main argument is that it is more beneficial for learners to use materials that have been taken from the real life of native speakers than artificial texts and dialogues that have been conceived in the minds of textbooks developers. This kind of English occurs in daily communication among people for the majority of whom it is mother-tongue language.
However, there are textbooks that include anthropologically correct samples of English language. It means that they reflect to some extent the real language. Thus, we arrive to a question whether it is worth for us, as teachers, to spend time and strength to prepare 'raw' authentic materials for our students when we can use well-thought and structured texts and tasks found in textbooks. To answer this question we will consider advantages and disadvantages of authentic materials in theoretical part of this work.
Although most of the teachers agree that authentic materials should be implicated in teaching process, the question of when and how it should be applied in EFL (English as a Foreign Language) classrooms still remains. In addition, there is some criticism of the concept of authenticity itself. It is not a simple black and white dichotomous picture - authentic or non-authentic; there are other colors in between. We will briefly observe classifications of degrees of authenticity suggested by different researchers since it can be useful for teachers.
Moreover, some scholars proposed three facets of authenticity: authenticity of language, authenticity of task, authenticity of situation. We believe it is important to be aware of their differences. Usually most of the teachers understand by authentic materials only the first facet - authenticity of language. However, authenticity of task and situations are not less significant. We will discuss why it is important and how to achieve it.
Then, since we talk about teaching English in EFL setting (in our case in Russia) we have to consider some possible limitations of using authentic materials. The majority of English teachers in our country are non-native speakers, so there are some obstacle waylay on our way of using authentic sources. What these restrictions are and what can be done to overcome them - is one of the issues we will discuss.
So, the thesis statement of this work is that EFL students can benefit from using authentic materials if they are properly exposed to them.
In conclusion, I would like to share why I chose this topic for my diploma paper. When I was in high school, English was not my favorite subject. It was very boring for me to do all these units 1, 2, 3, 4, and 'forever'. An infinite number of exercises that our nice colorful textbooks had were making me sick. I knew they were good for my brain but it turned out to be very bad for my mood. Then, I entered Russian-American Institute and found out that teachers there used the same units and exercises. Probably I would have given up unless we had something 'real'. For example, we read "The Great Divorce" by C.S. Lewis and listened to Matt Miller who taught the Old and New Testament in English. It was difficult but at the same time it was a challenge. Having gone through this experience, I understood one thing - we, as teachers, do not have to be afraid of difficulty but of boredom. Authentic materials can have a tremendous influence on students' motivation. The practical steps, strategies, and techniques that are designed to take advantages of authentic materials will be observed in the practical part of this work.
In the first chapter of this theoretical part we will discuss definitions and philosophy of authentic materials. Then, its advantages and disadvantages will be observed. We will also investigate the appropriateness of the use of this kind of materials with students of lower levels. Finally, different degrees of authenticity will be introduced.
The definitions of authentic texts vary from one researcher to another but the essence is mainly the same. Harmer (1991) defines authentic materials as materials which are designed for native speakers; they are real texts; designed not for language students, but for the speakers of the language (p. 146). Jordan (1997) refers to authentic texts as "texts that are not written for language teaching purposes" (p. 113). Peacock (1997) describes authentic materials as materials that have been produced to fulfill some social purpose in the language community. The main idea that is common to all these definitions is summed up by the words of Widdowson (1990) who sated that it is exposure to real language and its use in its own community. We assume that students can benefit from being exposed to a language that is naturally occurring in social communication. In other words, the use of authentic materials, including both the written and oral sources, helps to bridge the gap between classroom knowledge and "a student's capacity to participate in real world events" (Wilkins, 1976, p. 79).
It is important to understand a difference between language (texts) and the uses to which they are put. Nevertheless, many writers use the term "authenticity" to refer to the texts only. Taylor (1994) proposed a three-facet dimension of classroom authenticity. He subdivided it in three categories: authenticity of language, authenticity of task, and authenticity of situation. Breen (1985) in his turn distinguished authenticity of language in two parts: authenticity of text used as input data for learners and authenticity of the learners own interpretation of such texts. Authenticity of task refers to contribution of the tasks to learning, and authenticity of situation is restricted to authenticity of the actual social situation of the language classroom (see Figure 1).
Table 1. Facets of authenticity according to Taylor (1994) and Breen (1985)
Authenticity of text used as input data for learners
Authenticity of the learners own interpretation of such texts
Authenticity of the tasks conductive to language learning
Authenticity of the actual social situation of the language classroom
It is important to understand how authenticity works because, then, we, as teachers, can teach more effectively and avoid many pitfalls. Concerning authenticity of language, probably learners will not automatically like materials just because they are "authentic" or "real". The materials should be properly interpreted by students. By "properly" we mean as it was pedagogically intended. It is not always easy to interest student in doing an activity, especially, when you do not know them well. Any authentic materials should have communicative potential, be relevant to learners' experiences, and meet their personal needs. So, language teachers should be concerned about students' attitudes towards the materials they brought in a classroom. Authentic materials should be well-prepared and well-presented, otherwise there is no sense in using them; in such a case it is better and easier to use only textbooks and audio materials for them.
In the same manner, we can have a wonderful newspaper article and at the same time absolutely irrelevant tasks for it, for instance, find the longest words in this article and gauss what they mean. This is an example of inauthentic task. An authentic task in its turn is something taken from a real everyday life, for example, have small talk with your pair. Unfortunately, often teachers in Russian schools come up with tasks along the way, when some time before the class for developing tasks is certainly required. It is not enough to bring an interesting newspaper article found, for instance, in The New Year Times or a funny video downloaded from YouTube, the teacher needs to think ahead of time about how he or she will introduce it and what teaching instructions he or she will give. It is vitally important to be able to match the level of difficulty of the task with the level of students' competency. A task for specific authentic materials presented in a classroom should be neither too easy, nor too difficult.
Then, we need to look at authenticity of situation that stands for the actual social context (or discourse) of the language classroom. By default it is inauthentic since the place and time are artificially designed for students' and teacher's convenience. It is not natural and spontaneous as in a real life. In fact this facet of authenticity could be omitted because it does not have much practical application value. Nevertheless, it helps to see the whole picture. In addition, learners, in their capacity as knowers and users of language, are quite capable of extrapolating from the classroom situation, and that consequently we need not be worried about the artificiality of the classroom situation.
There is also some criticism of the common understanding of authenticity. In particular Taylor arrives to the conclusion that the main problem of authenticity and genuineness concludes in the idea of "naturalness". What is "natural"? Does "naturalness" mean the same thing to everyone? However, he suggests to leave this endless debates and concentrate instead on "the use and interpretation of texts, which alone can make them authentic" (1994, p.4). He says that we should:
...acknowledge that there is no such thing as an abstract quality "authenticity" which can be defined once and for all. Instead we should acknowledge that authenticity is a function not only of the language but also of the participants, the use to which language is put, the setting, the nature of the interaction, and the interpretation the participants bring to both the setting and the activity (p.4).
In other words, texts themselves can actually be intrinsically "genuine" but that authenticity itself is a social construct. Tatsuki (2006) states that "authenticity is created through the interaction of users, situations and the texts" (p.1). So, we do not bring "authenticity" in the classroom, we create "authenticity" together with our students. The classroom is like a small stage where we can play real life situations. We use "scripts" (authentic materials) to make it sound real.
Having observed a sufficient number of other critical articles on the use of authentic materials, we have come to a conclusion that, although they help to see a bigger picture, they do not offer any reasonable useful alternative for authentic materials. However, in a view of advantages of the use of authentic materials (that will be introduced below) we still believe that the concept is useful for language teaching and can be successfully applied.
There are many reasons why so many researchers and teachers get involved in exploiting and using different authentic materials in classrooms. Here is the list of major advantages:
1. Authentic materials have a positive effect on student's motivation to learn. We consider it as the most important benefit that authentic materials offer. Guariento and Morley (2001) wrote "...the use of authentic texts is now considered to be one way of maintaining or increasing students' motivation for learning. They give the learner the feeling that he or she is learning the `real' language; that they are in touch with a living entity, the target language as it is used by the community which speaks it" (p.347).
2. Students can get the sense of achievement using authentic materials.
3. Real discourse is presented, as in video interviews with famous people where intermediate students can listen for gist. They provide exposure to real language.
4. Textbooks often do not have examples of incidental or improper English.
5. "Authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. As teachers, we are educators working within the school system, so education and general development are part of our responsibilities" (Sanderson, 1999).
6. The use of authentic materials leads to a more creative approach to teaching.
7. Authentic texts can encourage reading for pleasure because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of authentic materials to be used in class.
8. "Reading texts are ideal to teach/practice mini-skills such as scanning, e.g. students are given a news article and asked to look for specific information (amounts, percentages, etc.), basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. (ability to detect key words)" (Martinez, 2002).
9. The same piece of material can be used under different circumstances if the task is different.
10. Books, articles, newspapers, and so on contain a wide variety of text types, language styles not easily found in conventional teaching materials.
11. Language change is reflected in the materials so that students and teachers can keep abreast of such changes.
Unfortunately, there are some obstacles waylay teachers and their students on the way of using authentic materials. It is always important to be aware of these difficulties and to think ahead of time about possible solutions. Several researchers pointed out these disadvantages:
1. There are many adverts, signs, headlines, and so on that can require good knowledge of the cultural background.
2. Authentic materials may be too culturally biased. They can be unnecessarily difficult to be understood outside the language community.
3. The vocabulary might not be relevant to the students' immediate needs.
4. Too many different accents can be heard which can cause some confusion.
5. Too many structures are mixed so lower levels have a hard time decoding the texts.
6. Special preparation is necessary which can be time consuming.
7. The material can become outdated easily, e. g. news.
Taking into consideration all advantages and disadvantages of authentic materials, we arrive to the question when authentic materials should be used in a classroom. In other words, can we neglect students' level when we bring materials that have not been anyhow changed for the purpose of teaching? Guariento & Morley (2001) wrote, "At post-intermediate level an ever-widening range of authentic material has become available for use in the classroom" (p. 348). Students at this level have usually mastered all of grammatical structures and a wide range of vocabulary, so they are prepared for challenge of authentic materials. Concerning lower levels, they stated,
At lower levels, however, even with quite simple tasks, unless they have been very carefully selected for lexical and syntactic simplicity and/or content familiarity/predictability, the use of authentic texts may not only prevent the learners from responding in meaningful ways but can also lead them to feel frustrated, confused, and, more importantly, demotivated (p. 348). In addition, it requires considerably more time to adapt and prepare authentic material for beginners/low intermediate students than for intermediate and higher levels of proficiency.
However, Chavez (1998) carried out a survey and found out that students enjoy dealing with authentic materials since they allow them to interact with the real language and its use. Also they do not consider authentic situations or materials innately difficult. But learners also stated that they need pedagogical support especially in listening and reading activities that contain a full range of cues. At 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.
It 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.
The 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.
However, 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.
аутентичный учебник литература газета
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.
Many 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.
Probably 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.
The 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:
Step 1: Grammar in Context shows the new structures in natural contexts, such as newspaper articles and conversations.
Step 2: Grammar Presentation presents the structures in clear and accessible grammar charts, notes, and examples.
Step 3: Focused Practice of both form and meaning of the new structures is provided in numerous and varied controlled exercises.
Step 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.
Teaching 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.
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.):
Instructions: 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.
Actually 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 teacher's creativity. In general, pictures can be incorporated in any lesson: grammar, listening, reading etc. Usually they play a supplementary role.
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).
It 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.
Also 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 for the negotiation of meaning and probable communicative events (Kitajima & Lyman-Hager, 1998, p.40). In addition to silent videos, language-focused video materials like ethnographic interviews with individuals in the target culture can be a good source for developing effective communication strategies (CSs). Ethnographic interviews are useful for establishing an understanding of presuppositions and assumptions of the speech community.
In addition visual clips are good at activating emotional memory. Students can remember lexical or grammatical items by recalling emotions that he or she experienced in the same moment of perceiving the language data. Emotional memory (affect) can speed up, or slowdown, or even inhibit the process. So, teachers should pay close attention not only to students' progress in acquiring a language but also to emotional background behind which this data is being stored. Otherwise students can end up knowing 'everything' but not willing to do anything. A careful selection of visual prompts is needed. There are tons of good inspiring visual clips in the Internet.
`Realia' in EFL terms refers to any real material objects we use in the classroom to bring the class to life (Budden, 2011). The use of realia in classroom lessons makes up for textbook deficiencies and encourages students by making them aware of their abilities to interact successfully with practical living when they finish the language course. The main advantage of using real objects into the classroom is that it helps to make the learning experience more memorable for the learner. For instance, when you teach vocabulary of fruit and vegetables it can be much more effective for students if they can touch, smell and see the objects at the same time as hearing the new word. This would appeal to a wider range of learner styles than a simple picture of fruit or vegetable.
The most difficult part of using realia would be to find appropriate and suitable materials. There are limitations as to what can be brought into the classroom. However, there is still a great choice of various materials that are available for every teacher and may be used to conduct interesting, worthwhile English activities. Plants, flowers, sticks, stones, and recycled items may be used as teaching materials for the English language class. Lund (1992) al
Использования аутентичных материалов в преподавании английского языка как иностранного дипломная работа. Иностранные языки и языкознание.
Сократ Реферат По Философии
Преступление И Наказание Мармеладова Сочинение
Лабораторная Работа Рассматривание Микропрепаратов
Курсовая работа по теме Розрахунок трамваю
Отрасль Производства Реферат 5 Класс
Реферат по теме Чехия в период правления Карла IV
Топик: Impact of Evolution on Human Thought. Evolution
Как В Ворде Сделать Содержание Курсовой
Организация Синдицированного Кредитования Курсовая
Реферат по теме Динамические объекты \ТурбоПаскаль\
Реферат по теме Гонка вооружений во второй половине 20 века и попытки её ограничения
Сочинение Отношение К Папе
Курсовая работа: Управление образовательными системами в разных странах
Вишневый Сад Почему Люди Боятся Перемен Сочинение
Реферат: Сравнительный анализ различных теорий эмоций
Реферат по теме Эластичность спроса и предложения
Марио Пьюзо Полное Собрание Сочинений Купить
Тезисы Конспект Реферат
Реферат: Dream Sight Essay Research Paper Dream SightIn
Реферат по теме Профилактика самоубийств среди сотрудников органов внутренних дел
Организация бухгалтерского учета на предприятии ООО "Афалина" - Бухгалтерский учет и аудит отчет по практике
Специфика расследовательской журналистики на страницах газеты "СБ. Беларусь Сегодня" (2015–2016) - Журналистика, издательское дело и СМИ курсовая работа
Управление транспортным комплексом города - Государство и право реферат