Authentic materials are considered the most effective resources for enhancing the intercultural communicative abilities of foreign language learners. Authentic materials serve as a connection between the classroom and the actual world, bringing a sense of authenticity to the learning environment. Authentic materials refer to items that have not been specifically designed or modified for language learners. Exposure to authentic materials enables language learners to engage with the genuine language, traditions, and lifestyle of the target culture. Utilising genuine materials in cultural instruction serves as a significant source of motivation and enables learners to acknowledge the existence of a community of individuals who actively engage with the target language in their daily lives. Audio, visual, and printed resources are examples of authentic materials. The use of real resources to promote intercultural communication competence is discussed in this article along with some examples of activities.
Keywords: intercultural competence, authentic materials, intercultural communication.
There is no doubt that the Republic of Kazakhstan's relationships with other countries are getting stronger these days. As these ties grow, more and more people who speak a foreign language are needed to help build them. Our main goal is to create a multilingual person who can get along with everyone and can easily adjust to any new setting. This person should also be able to show that they are knowledgeable in a certain field of science and speak more than one language.
The way people talk to each other is very important to their social lives. When people from different groups don't understand each other's cultures, it can cause social inequality that hasn't been recognised yet. English teachers should remember that learning a foreign language is more than just picking up new words and grammar rules. It's also about learning how to communicate with others by using the target language, interacting with others, and understanding the value of their own culture. [1]
People's «intercultural adaptation»—their ability to fit in with two or more cultures—is one sign that they are becoming interculturally competent. Respect and tolerance for the cultural identity of people from other countries and one's own people, willingness and ability to change stereotypical ideas, the ability to get over prejudices when learning new things, and the awareness and expression of oneself as an equal and full-fledged participant-subject in the dialogue of cultures, capable of carrying out appropriate intercultural interaction. These traits and skills are all part of intercultural adaptation.
When teachers and students use real-life materials in English as a foreign language (EFL) classes, it might help students improve not only their grammar, but also their ability to understand and put into context the language used in class and with other people. Teachers of English can also get more creative by making their own materials and changing existing ones to help students learn and use the target language more.
It is crucial to incorporate linguistic and sociolinguistic competencies, which are components of intercultural communicative competence according to Byram's ICC model, when instructing foreign languages [2].Concurrently, the instructor creates the environment in which students can become proficient in the foreign language culture and engage in «dialogue» with it. When considering the development of students' intercultural communicative competence, it is critical to incorporate a wide range of authentic materials that stimulate their curiosity in the language, inspire them towards further study, and facilitate speech communication within the classroom environment. A number of scientists, including E. G. Azimov, D. Kost, Morrow, Sanderson, and Harmer, commonly investigate the concept of «authentic» [3, p. 16]. The authentic were defined by them as «a portion of written and oral information for native speakers» and «the naturalness of the lexical and form usage, the sufficiency of linguistic means». Furthermore, they defined the authentic as «a language, a speaker, or a writer conveying a particular type of message». According to E. N. Solovova, the materials encompass a wide range of mediums, including films, songs, video clips, and instruction and announcements, as well as performances of performers and telephone conversations [3, p. 26].
In terms of spoken language, there are a few differences between authentic and non-authentic texts. For instance, conversations recorded for language books often move slowly, repeat certain patterns over and over again, and have clear patterns for when people take turns speaking. Furthermore, the use of hesitations (e.g., «uh» and «mm» is frequent) is avoided, and the sentences exhibit excellent structure with minimal errors, if any. To rephrase, the language that students hear in a classroom setting differs from that which they would hear in real life [4].
Tamos Cambridge International School students develop their English language skills with a Cambridge IGCSE ESL textbook by Marshall Cavendish Education. Cambridge International School programs are divided into three groups according to students' age groups. 9 th grade students according to this distinction are taking the “Cambridge IGCSE” program. IGCSE stands for International General Certificate of Secondary Education. It's an internationally recognized qualification for students aged 14 to 16. It's similar to the GCSE qualification in England, Wales, and Northern Ireland, but it's been adapted to meet the needs of students from all over the world.
It is expected that a larger number of students who are learning English as an international language will find the book appealing because it contains a number of fresh and original properties. Students are able to develop a strong sense of purpose and accomplishment as they advance through the course by using the student book, which offers a very clear structure. For example, how to explain concepts in a manner that is both polite and persuasive, how to form plans and provide orders, and so on are all examples of authentic and realistic language functions that are integrated into each individual unit.
Listening, speaking, reading, and writing are all activities and tasks that are pleasurable and focused on learning, and they are provided adequate opportunities for pupils to practise these language functions throughout each unit.
The following are two important aspects of this course that should be mentioned: (1) it fosters autonomous learning outside of the classroom, and (2) it promotes engaged learning in the teaching environment. To reach the desired aim of learning a second language, which is to be able to use the language fluently and comfortably for academic and social reasons, it is reasonable to anticipate that students will be able to attain this goal when they are optimally engaged in both intra- and extra-mural language acquisition.
The Student's Book is divided into eighteen divisions that are organised in accordance with the different functions that language serves, including informing, instructing, and explaining. The primary focus of each of the initial seventeen units is one of these functions. The concluding unit delves into an assortment of twenty-first century competencies, including critical thinking and media literacy.
Each unit comprises eight lessons, wherein the primary emphasis is placed on one of the four essential language acquisition skills—namely, speaking, writing, listening, or reading. The progression of skills varies across units; for instance, certain functions progress most effectively when taught beginning with speaking, whereas others commence with reading. Each unit commences with a comprehensive summary of learning objectives, which serve to explicitly outline the subject matter that students will face during the unit [5].
The Marshall Cavendish Education Cambridge IGCSE English as a Second Language book (2nd Edition) emphasises using authentic materials to expose students to real-world English and various communication styles. Authentic materials which was used by curriculum can be divided into five categories:
— Newspaper articles or excerpts: These cover current events, social issues, or cultural topics from around the world. Students would analyse the language used, identify the writer's purpose, and understand different writing styles for news reporting.
The «Newspaper Challenge» brings the world into your classroom. Imagine students grappling with «Heatwave Bakes Europe» (The New York Times) and «Monsoon Fury in South Asia» (The Hindu). Divided into groups, they decipher the articles, then analyze how climate change is presented. Do solutions differ? Are there cultural or economic influences on the articles' perspectives? Through group discussions and presentations, students develop vital intercultural communication skills (ICC). They learn to navigate diverse news sources, fostering cultural awareness and critical thinking. Analyzing how a global issue is framed by different cultures equips them to be informed and engaged participants in our interconnected world.
— Website extracts: This category incorporates content from websites of international organisations, educational institutions, or businesses. This exposes students to how language is used for informational purposes online.
Unit 3: Requesting 1: Using English to obtain goods and information. In this unit students use modal verbs in polite expressions, understand and write a summary, make and respond to requests, talk and write about routines. Google maps was used to learn about directions and asking politely for directions. Teacher uses google maps as authentic material, giving to students a starting point and they’re giving directions and other students need to find which sightseeing of London was hidden. The Google Maps activity in Unit 3 can definitely improve intercultural communicative competence (ICC) in several ways. Students need to interpret instructions based on landmarks and potentially unfamiliar street names. This builds their ability to follow directions that might be phrased differently in other cultures.The task emphasises using polite language when asking for directions, which is a crucial aspect of intercultural communication. Students practise formulating polite requests that might vary depending on the culture. Learning about London sightseeing spots introduces students to British culture and landmarks. This sparks curiosity and broadens their knowledge of different cultural experiences.
— Advertisements: Analysing advertisements from different cultures helps students understand persuasive language techniques and cultural references used in marketing.
The AIDA model (Attention, Interest, Desire, Action) became a tool for analyzing advertisements when studying advertising. As authentic materials were used two ad posters about fish in cans (source: facebook, twitter) and sun cream “Everysun”(source:real, January 2010). After looking at the posters there were questions like the name of the product?, the advantages of using sport stars, identifying the slogan, and finding 3 claims. In the poster the slogan was used: “ Building champions one can at a time!”, the word gives an opportunity to look at the language point, the word can be used in two meanings and it allows them to know about polysemy. Advertisements reflect the values and aspirations of the target culture. By analysing the messages and visuals used in the fish and sunscreen ads, students can gain insights into what resonates with consumers in that particular culture. For example, the «building champions» slogan might highlight the cultural value placed on athletic achievement and competition. Advertisements often use cultural references and symbols that might be unfamiliar to someone from a different background. Analysing these elements, like the use of a specific sports star in the fish ad, can help students develop sensitivity to cultural nuances that influence advertising strategies.
Different cultures might respond better to certain advertising techniques. Analysing how the AIDA model is applied in these ads (attention-grabbing visuals, creating interest in the product, building desire, and prompting action) allows students to understand how persuasion is tailored for a specific cultural context.
Identifying the double meaning of «building champions» (literally and metaphorically) introduces students to the concept of polysemy (words with multiple meanings) and how context can influence understanding across cultures. This builds awareness that words might have different interpretations depending on the cultural background.
— Public announcements or signs: These could be from airports, train stations, or public spaces. They provide exposure to clear and concise language used for public information.
«Global Airport Challenge» activity! Show students public announcement signs from airports worldwide (digital or print). Divide students into groups, giving each a set in different languages. Now comes the challenge! Students decipher the signs' meaning using dictionaries, translation tools, or existing knowledge. Then, they discuss the cultural context: what information is given, why is it important, and are there cultural references? Finally, each group creates a short presentation explaining their assigned signs' meaning and cultural significance, using gestures or visuals if needed. This challenge exposes students to deciphering information across cultures, builds awareness of cultural differences, and highlights the importance of non-verbal communication. It's a fun way to develop ICC while appreciating the world's diverse communication methods.
— Excerpts from blogs or social media posts: This allows students to see how informal language is used in online communication and across different cultures. Unit 5: Using English to explain how to do something, in this unit students tried to learn cooking vocabularies and as an evaluation part write their own recipe including new vocabulary. As authentic material was used in a YouTube video recipe of the banana bread, the task was to fulfil the missing gaps while watching.
Learning recipes and food-related vocabulary provides a window into another culture's culinary traditions and ingredients. This exposure can spark curiosity and appreciation for cultural differences in food.
Following instructions in the YouTube video, even if it's in English, requires students to consider non-verbal cues like gestures and demonstrations. This can help them become more sensitive to cultural variations in communication styles beyond just spoken language. Writing a recipe involves explaining steps clearly for someone unfamiliar with the process. This practice can help students think about tailoring their language for different audiences, a crucial skill in intercultural communication.
On the topic of “Tools” were used YouTube blog videos of the teenager, he’s completely changing his room doing repairs.Sensitivity to communication that goes beyond words can be developed through an understanding of the movements employed in the video. The acquisition of repair phrases broadens one's vocabulary and may result in the exposure of cultural differences. Understanding how the adolescent simplifies instructions is a communication skill that may be transferred to other situations.
References:
- Hymes, D. (1996). Ethnography, linguistics, narrative inequality. Bristol, PA: Taylor and Francis.
- Byram, M. (2002). Intercultural Competence in foreign languages: The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (Ed.). The Sage handbook of intercultural competence (PP. 321–332). Thousand Oaks, CA: Sage.
- Morrow K. Authentic Texts in ESP // English for Specific Purposes. London: Modern English Publications, 1977. — 26 p.
- Porter, D., & Roberts, J. (1981). Authentic listening activities. English Language Teaching Journal, 36(1), 37–47.
- Marshall Cavendish Education. (2022). Marshall Cavendish Education Cambridge IGCSE™ English as a Second Language (2nd Edition) Student's Book.
