authentic materials in language teaching

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contents: introduction chapter.i. the concept of an using authentic materials 1.1 the definition of authentic materials 1.2 advantages of using authentic materials 1.3 disadvantages of using authentic materials chapter.ii. using authentic materials in teaching lesson 2.1 using authentic materials with the students of lower levels 2.2 degrees of authenticity conclusion references introduction 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 …

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e 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 theoret ical part of this work.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., some scholars proposed three facets of authenticity: …

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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).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 …

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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.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 …

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d 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.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 …

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О "authentic materials in language teaching"

contents: introduction chapter.i. the concept of an using authentic materials 1.1 the definition of authentic materials 1.2 advantages of using authentic materials 1.3 disadvantages of using authentic materials chapter.ii. using authentic materials in teaching lesson 2.1 using authentic materials with the students of lower levels 2.2 degrees of authenticity conclusion references introduction 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 givin...

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