2. The Problem
When it comes time for listening or reading
comprehension activities in the language
classroom...
3. Research & Investigation
Authentic Materials & Motivation
Berardo (2006)
Use of authentic texts to increase
motivation
Natural changes in language
Hwang (2005)
Materials that cater to interests
and linguistic needs of students
Hynes (2002)
Motivation depends on the student
but authentic materials can help
4. Research & Investigation
Authentic Materials & “Real” use of language
Berardo (2006)
The use of authentic texts gives students access to “real”
language use in a real-world context
Gilmore (2004)
Changes to language in simplified material do not help in
the language acquisition process
Según Cubillo, Keith & Salas (2011)
Authentic materials help students make connections
between classroom practice and the outside world
Wallermire (2008)
Without authentic input, students will develop an artificial
production of the language
5. Topic of Investigation
What are students’ perceptions in
regards to the use of authentic
materials vs. simplified materials in
the classroom?
6. Participants in the Study
Students of two Spanish 102
classes at Northern Arizona
University
7. Instruments & Procedure
To investigate the students’ perceptions of authentic
materials versus simplified materials, two reading
comprehension and two listening comprehension
activities were completed in class over the course of
two days.
Students shared their perceptions in a survey at the end
of the second day
8. Day 1: Reading Comprehension
Activity 1: Textbook Reading (Simplified)
Reading about Peru with comprehension questions
and follow-up discussion question
(Panorama Perú – Vistas)
Activity 2: Tourism Website (Authentic)
Touristic reading about Peru with
comprehension questions and follow-up
discussion question
9. Day 2: Listening
Comprehension
Activity 1: Textbook Video (Simplified)
Video about Easter Island with comprehension
questions and follow-up discussion question
Activity 2: CNN Chile Video (Authentic)
News clip about tourism on Easter Island
with comprehension questions and follow-up
discussion question
10. Why the same country &
activities?
The same country was
chosen for both the
simplified and
authentic materials in
each activity to avoid
cultural bias
Both reading and
listening activities
followed up with
comprehension
questions to avoid
interference of
perceptions (activity vs.
11. Conclusions
The majority of students stated that:
the authentic materials stimulated their interest
more than the book materials
they understood more from the authentic
materials than they thought they would
they learned new vocabulary from the authentic
materials
they found the language in the authentic materials
more “real”
12. Conclusions
The majority of students stated that:
even though they found the authentic materials
more interesting, they did not find the book
materials “boring”
they did not necessarily find the authentic
materials to be more motivating, even though
they were more interesting
13. Recommendations & Future
Directions
The use of authentic materials
More interesting material does not mean more
motivating
Motivation depends on the accompanying activities
as well as the material
Experts’ studies have shown the
potential for authentic material
motivation
Use of authentic materials to teach
new vocabulary in a real-world context
15. Activity
Students listen to the song and fill in the
missing words. Teacher goes over the answers
after.
Is the song interesting? Yes
Is the song motivating? Not yet
16. More Meaningful Activity
Step 1: Students listen to the song and fill in the
missing words. Students compare answers in
partners and then go over as a class
Step 2: Teacher brings students’ attention to key
new vocabulary words and/or phrases, discussing
their meaning.
Step 3: Students answer comprehension
questions based on the key words and/or phrases.
Step 4: Extension-Students look up
historical/cultural relevance in groups and present
to class
17. Comprehension Questions
Are helpful to make
sure that students
understood basic
information, BUT
Extension activities
promote deeper,
more meaningful
learning
Example: Students
investigate theories on
Moái on Easter Island
& create their own
18. Meaningful Reading
Comprehension
Pre-reading to make
connections
Basic reading
comprehension
questions
Theatrical
interpretation and
presentations of the
story
Una carta a Dios
-Gregorio Lopez-
19. References
Berardo, S. A. (2006). The use of authentic materials in the
teaching of reading. The reading matrix, 6(2).
Cubillo, P. C., Keith, R. C., & Salas, M. R. (2011). La comprensión
auditiva: definición, importancia, características, procesos,
materiales y actividades. Actualidades Investigativas en
Educación.
Gilmore, A. (2004). A comparison of textbook and authentic
interactions. ELT journal, 58(4), 363-374.
Hwang, C. C. (2005). Effective EFL education through popular
authentic materials. Asian EFL Journal, 7(1), 90-101.
Hynes, M. K. (2002). Motivation in the Japanese L2 classroom.
Academic Reports, Faculty of Engineering, Tokyo Institute
Polytech, 25(2), 41-48.
Wallermire, M. (2008). Using Authentic Audio in Dictogloss
Activities. Dialogue on Language Instruction, 19(1), 1-10.
