The given article allows to explore using of authentic materials for the teaching vocabulary and some other important components that should be included in teaching language which are connected with authenticity. Authentic materials are not created specifically to be used in the classroom, but they make excellent learning tools for students precisely because they are authentic.
В статье обсуждается исследование и использование аутентичных материалов для преподавания лексики с некоторыми другими важными компонентами, которые должны быть включены в преподавании языка, который связан с достоверностью. Аутентичные материалы не создаются специально для использования в классе, но они создают отличные инструменты для обучения студентов именно потому, что они являются подлинными.
Throughout my teaching years, I have been interested in untraditional ways of teaching, since they have never used in current educational systems in Uzbekistan. From my standpoint, some of them are really profitable and useful. Students have been gaining some experience at the University for a long time, where they have seen alternative approaches and methods in practise. All of us fascinated by them as well as with the results. So, we are trying to get proficient in using at least some of the methods in my teaching in the future career.
The article allows you to explore using of authentic materials for the teaching of reading and with some other important components that should be included in teaching language which are connected with authenticity. As the sources on teaching authentic materials for the teaching of reading we can use newspapers, magazines, movies with subtitles, brochures, literature (novels, poems and short stories), catalogues, leaflets, tickets, postcards, bills, receipts, recipes, business cards, labels, stamps, etc.
«Authentic materials are print, video, and audio materials students encounter in their daily lives, such as change-of-address forms, job applications, menus, voice mail messages, radio programs, and videos. Authentic materials are not created specifically to be used in the classroom, but they make excellent learning tools for students precisely because they are authentic.
There are two main categories of authentic materials—print (reading) and auditory. English as a second language (ESL), adult secondary education (ASE), and adult basic education (ABE) students all can benefit from using authentic print materials. ESL students often use authentic auditory materials, although ABE and ASE students also may find them useful. Some examples of the many types of authentic print (reading) materials include:
− Utility bills;
− Packing slips;
− Order forms;
− ATM screens;
− ATM receipts;
− Web sites;
− Street signs;
− Traffic tickets;
− Greeting cards;
− Report cards;
− TV guides;
− Food labels;
Examples of authentic auditory materials include:
− Phone messages;
− Radio broadcasts;
− Videos and DVDs;
− Television programs». [2. 78]
The inquiry of how vocabulary is learning through different tools and methods as well as the best materials to be used in an EFL context has been a relevant issue in which experts and language teachers have worked for several years; Pereira (2005) conducted a research study in which the author explains and expresses how successful is the implementation of authentic materials for vocabulary instruction among lower secondary learners, and stands that Vocabulary is defined as the knowledge of words and word meanings in both oral and print language in productive and receptive forms.
The author conducted the research study with a population of sixty (60) students from different countries at the University of Kedah in Malaysia; their ages were unknown, but all students were about an average ability based on their final year examination results in the year 2004. The researcher performed five sessions of forty minutes each, two of them were in the afternoon. The researcher divided the group into two smaller groups with thirty (30) students each. One of them was called the «Experimental group», the other group was called the «Control group». In order to carry out the study, the author performed a pre-test and a post-test to both groups.
The first test was conducted to select proper authentic texts based on the learners’ vocabulary levels; then, the researcher selected the words from texts that the students would be doubtful to know in order to give treatment to the experimental group with the use of authentic materials to teach vocabulary, and giving non-treatment to the control group with the use of reading text and other handouts under controlled conditions; finally, the researcher gave them the post-test which Pereira (2005), Biemiller (2005) and Pellicer (2010). Both concepts are analyzed in order to make a connection between them throughout this classroom project.
Regarding authentic materials for language learning, Musallam (2007) agrees that they help learners to be exposed to real language throughout the use of real material that were part of the classroom, for instance, use the chairs, rules, table etc in order to work the classroom vocabulary; despite the fact that Bacon and Finnemann (1990 cited in Musallam 2007) explain that experimental investigations have demonstrated how using authentic materials improve reading progression as students are exposed to new expressions as well as vocabulary; additionally, Harmer (1991 cited in Musallam 2007) confirms that listening and reading skills are empowered by applying authentic materials; as a result, Musallam (2007) also states that introducing authentic materials not only will exhibit linguistic advantages but also point out the motivating power that authentic materials have in the learners' learning process.
In regards to the use of authentic materials in terms of pedagogical implications, Musallam (2007) claims that scholars discuss that the implementation of authentic materials supports learners to connect classroom learning with students' ability to be part of real-world events, it means that using authentic materials enhances students obtaining an effective communicative competence in the foreign language; on the other hand, the author cited (McNeil, 1994; Miller, 2005) points out that not all the researchers are willing to incorporate authentic materials in the language class given the fact that educators have some problems when accessing to authentic materials, as their cost is really high, and in order to create suitable educational activities, teachers require to spend lots of time. [5. 13]
- Dickinson Leslie. Self-instruction in Language Learning. Cambridge University Press, 1988.
- Gill Simon; Čaňková Michaela. Intercultural Activities. Oxford University Press, 2002.
- Hutchinson Tom. Introduction to Project Work. Oxford University Press, 1992.
- Jones Ken. Simulations in Teaching. Cambridge University Press, 1990.
- Kramsch Claire. Context and Culture in Language Teaching. Oxford University Press, 1996.