This document discusses using authentic task-based materials in the English language classroom. It defines authentic materials as materials produced for genuine real-world communication rather than language teaching. Authentic materials can include newspapers, menus, television shows, and real-world objects. Using authentic materials motivates students and helps them see the relevance of classroom learning. The document also discusses task-based language teaching, where tasks promote language use for practical real-world purposes. Examples are provided of classroom activities where students use authentic materials, like discussing cultural objects or listening to real-world audio, to accomplish language tasks.
EFL class: Authenticity in the efl classroomWilmer Quiros
The document discusses the use of authentic materials in foreign language classrooms. It defines authentic materials as materials produced for real-life purposes rather than language teaching. Authentic materials provide exposure to real language use but can be difficult for lower-level students. The document examines sources of authentic materials, criteria for selecting them, and how they can be used, including simplifying texts and designing partial comprehension tasks. It also discusses arguments for and against their use, and interviews language teachers in Saudi Arabia who express support for authentic materials if implemented gradually based on student level.
This document discusses the benefits and challenges of using authentic materials in language teaching. It states that authentic materials expose students to real discourse examples and increase learner motivation. However, authentic materials may be too culturally biased or contain too many complex structures for lower-level learners. Proper preparation and task design is needed to help students overcome difficulties with authentic materials.
Reading Material: Authentic Materials in Reading Lessonsfirdausabdmunir85
This document summarizes a study that examined Libyan EFL teachers' attitudes toward using authentic reading materials at the university level in Libya. The study found that Libyan EFL teachers held positive attitudes toward incorporating authentic texts in reading lessons. Teachers felt that an ideal reading class should combine both authentic texts and textbooks. The document provides background on the status of English language education in Libya and defines authentic materials as real-world texts produced for purposes other than language teaching. It discusses debates in the literature around defining authenticity and factors beyond just text that contribute to authentic language use.
The document discusses different types of materials used in language teaching, including authentic, created, and technological materials. Authentic materials are examples of real-world language produced for genuine communication rather than language teaching. Created materials are specially developed teaching resources like textbooks and worksheets. The document also discusses the benefits of using authentic materials in language teaching by exposing students to real-world language input. It provides examples of different types of authentic materials like printed texts, visual materials, listening materials, and realia. Finally, the document discusses how materials should be designed to promote task-based language learning, outlining five key characteristics of tasks according to Nunan. Teachers are assigned to design their own language learning task by the due date of May
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Reading Material: Authentic Materials in Vocabulary Teachingfirdausabdmunir85
This document outlines a research project conducted by Lucia Suarez Sierra exploring the use of authentic materials, specifically The Miami Herald newspaper and sitcoms, to teach vocabulary to 10th grade students at Saint Patrick School in Quito, Ecuador from September to December 2012. The project involved diagnostic and achievement tests as well as a questionnaire to test the hypothesis that authentic materials can help improve students' vocabulary skills and confidence using English. Overall, the results supported the hypothesis and it was found that authentic materials engaged students and enhanced their English learning.
Using and Adapting Authentic Materials to Help Motivate StudentsRichard Pinner
This document outlines a workshop on using authentic materials to motivate students. The workshop covers defining authenticity, methodological approaches, and resources. It examines selecting authentic texts and tasks to expose students to other cultures while developing language skills. Participants will adapt materials and design their own tasks. The document discusses what makes materials and language use authentic, considering perspectives from various English-speaking regions. It emphasizes selecting materials appropriate for learners and scaffolding activities to aid comprehension and engagement.
The effect of authentic/inauthentic materials in EFL classroomfirdausabdmunir85
This document summarizes a research paper that examined the effect of authentic versus inauthentic materials in cultural awareness training on English language learners' listening comprehension abilities. 116 English learners took a placement test, and 60 intermediate students were selected for the study. They were randomly assigned to a control or experimental group. The control group used inauthentic materials for listening activities, while the experimental group used authentic materials. Both groups took a pre-test and post-test to measure changes in their listening abilities. Statistical analysis found that the experimental group showed significantly greater improvement compared to the control group, suggesting that authentic materials may be more effective than inauthentic materials for developing listening comprehension.
EFL class: Authenticity in the efl classroomWilmer Quiros
The document discusses the use of authentic materials in foreign language classrooms. It defines authentic materials as materials produced for real-life purposes rather than language teaching. Authentic materials provide exposure to real language use but can be difficult for lower-level students. The document examines sources of authentic materials, criteria for selecting them, and how they can be used, including simplifying texts and designing partial comprehension tasks. It also discusses arguments for and against their use, and interviews language teachers in Saudi Arabia who express support for authentic materials if implemented gradually based on student level.
This document discusses the benefits and challenges of using authentic materials in language teaching. It states that authentic materials expose students to real discourse examples and increase learner motivation. However, authentic materials may be too culturally biased or contain too many complex structures for lower-level learners. Proper preparation and task design is needed to help students overcome difficulties with authentic materials.
Reading Material: Authentic Materials in Reading Lessonsfirdausabdmunir85
This document summarizes a study that examined Libyan EFL teachers' attitudes toward using authentic reading materials at the university level in Libya. The study found that Libyan EFL teachers held positive attitudes toward incorporating authentic texts in reading lessons. Teachers felt that an ideal reading class should combine both authentic texts and textbooks. The document provides background on the status of English language education in Libya and defines authentic materials as real-world texts produced for purposes other than language teaching. It discusses debates in the literature around defining authenticity and factors beyond just text that contribute to authentic language use.
The document discusses different types of materials used in language teaching, including authentic, created, and technological materials. Authentic materials are examples of real-world language produced for genuine communication rather than language teaching. Created materials are specially developed teaching resources like textbooks and worksheets. The document also discusses the benefits of using authentic materials in language teaching by exposing students to real-world language input. It provides examples of different types of authentic materials like printed texts, visual materials, listening materials, and realia. Finally, the document discusses how materials should be designed to promote task-based language learning, outlining five key characteristics of tasks according to Nunan. Teachers are assigned to design their own language learning task by the due date of May
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Reading Material: Authentic Materials in Vocabulary Teachingfirdausabdmunir85
This document outlines a research project conducted by Lucia Suarez Sierra exploring the use of authentic materials, specifically The Miami Herald newspaper and sitcoms, to teach vocabulary to 10th grade students at Saint Patrick School in Quito, Ecuador from September to December 2012. The project involved diagnostic and achievement tests as well as a questionnaire to test the hypothesis that authentic materials can help improve students' vocabulary skills and confidence using English. Overall, the results supported the hypothesis and it was found that authentic materials engaged students and enhanced their English learning.
Using and Adapting Authentic Materials to Help Motivate StudentsRichard Pinner
This document outlines a workshop on using authentic materials to motivate students. The workshop covers defining authenticity, methodological approaches, and resources. It examines selecting authentic texts and tasks to expose students to other cultures while developing language skills. Participants will adapt materials and design their own tasks. The document discusses what makes materials and language use authentic, considering perspectives from various English-speaking regions. It emphasizes selecting materials appropriate for learners and scaffolding activities to aid comprehension and engagement.
The effect of authentic/inauthentic materials in EFL classroomfirdausabdmunir85
This document summarizes a research paper that examined the effect of authentic versus inauthentic materials in cultural awareness training on English language learners' listening comprehension abilities. 116 English learners took a placement test, and 60 intermediate students were selected for the study. They were randomly assigned to a control or experimental group. The control group used inauthentic materials for listening activities, while the experimental group used authentic materials. Both groups took a pre-test and post-test to measure changes in their listening abilities. Statistical analysis found that the experimental group showed significantly greater improvement compared to the control group, suggesting that authentic materials may be more effective than inauthentic materials for developing listening comprehension.
The document discusses approaches to teaching reading, including whole language and phonics approaches. It argues that an integrated approach combining elements of both may be most effective. As an example, it outlines a lesson plan that incorporates phonemic awareness, phonics, fluency, vocabulary and comprehension activities to benefit students of varying levels.
Research Proposal: The use of authentic materials in promoting vocabulary in ...firdausabdmunir85
This document provides a literature review on the use of authentic materials in promoting vocabulary in ESL classrooms. It defines authentic materials as materials produced for purposes other than language teaching. It discusses the advantages of using authentic materials, including improving motivation, exposing students to real language and culture, and better preparing students for the real world. It also identifies some potential challenges, such as materials containing difficult language beyond students' levels. The document reviews different types of authentic materials and considers factors like students' proficiency levels that influence material selection.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
Information and suggestions for systematic synthetic phonics blended teaching and learning with Wand Phonics, Phonics International and No Nonsense Phonics resources.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Cartoons can be effective pedagogical tools for language learning. They provide modified authentic language input that is comprehensible even for low-level learners. Cartoons help increase learner motivation and reduce anxiety by creating a low-stress atmosphere. Research shows that exposure to cartoons improves learner confidence and ability to participate in class discussions. Cartoons appeal to both visual and auditory senses, breaking up monotony. They allow learners to respond personally and develop higher-order thinking skills. When used appropriately, cartoons have been shown to enhance the learning process and environment.
This document discusses the pedagogical value of using cartoons in language learning. It begins by noting that cartoons can provide authentic audiovisual input that increases learner motivation. The paper then highlights several ways that cartoons are beneficial for low-level language learners, as they provide modified input that is still comprehensible and exposes learners to new language aspects. Several studies are cited showing cartoons improve oral production, confidence, and memory when learning a new language. The document concludes that cartoons create a low-anxiety environment that enhances language learning when used appropriately in the classroom.
The impact of mother tongues in the learning of english language (3)Malieque
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Teaching vocabulary to advanced studentsingridbelloa
The document discusses effective vocabulary teaching methods for advanced language learners. It emphasizes teaching vocabulary in context through authentic materials rather than isolated word lists. Students should learn collocations and deal with meaning through guided discovery and dictionary use to develop independence. Group work and meaningful tasks that apply vocabulary in realistic scenarios help retain learning in long-term memory. The lexical approach focuses on multi-word chunks to develop fluency beyond grammatical competence.
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This PowerPoint presentation summarizes the Phonics and Talk Time books for teaching early reading skills. It includes an introduction to the author Debbie Hepplewhite and an overview of the Simple View of Reading model. It describes the content and guidance provided in the two Phonics and Talk Time books. It recommends following these books with a systematic synthetic phonics program to teach the full alphabetic code. It also describes Debbie Hepplewhite's No Nonsense Phonics Skills program as a next step after Phonics and Talk Time.
This document outlines a presentation about using authentic materials in world language curriculum. It defines authentic materials as texts created by native speakers for other native speakers. The presentation discusses the benefits of authentic materials for exposing students to real language and culture. It provides examples of audio and written authentic resources and strategies for selecting and scaffolding materials for different proficiency levels. Recommendations are made for integrating technology and authentic materials into world language instruction.
A Picture is Worth a Thousand Words: Learning Vocabulary through Technologychristopherccorcoran
This document discusses using technology and visual aids to teach vocabulary to English language learners. It emphasizes that vocabulary is the first step in language learning and images can help students understand and retain word meanings better than text alone. It provides some online resources teachers can use to create vocabulary exercises, flashcards, and quizzes tailored to their students' needs and interests. While technology is useful, it also stresses the importance of collaborative learning and using the first language to aid comprehension when needed.
This document discusses authentic materials and how to use them effectively in the classroom. It defines authentic materials as those used in real life contexts. When selecting materials, teachers should choose items that are motivating, memorable, and at an appropriate level for students. The materials should also be organized in some way and selected based on language and content. Teachers may need to adapt materials by modifying or adding information to make them more understandable. The document provides tips for using authentic materials, such as choosing recent, durable copies and including accompanying questions or exercises.
We have been using No Nonsense Phonics Skills for two terms now and are very pleased with how it is going. We started using it as an intervention for two children in Year 3, and noticing its effectiveness in supporting the children, we have broadened its use across the school to Years 1, 2, 4 and 6. This presentation has been designed with teaching assistants in mind, but is for anyone who needs to quickly understand how to use the programme.” Jamie Hallums, Assistant Headteacher, Kobi Nazrul Primary School, Tower Hamlets
This document discusses the selection and use of materials for English language lessons. It emphasizes that teachers should use a variety of materials to engage different learning styles and keep students interested. These may include authentic materials adapted for the classroom, as well as materials created by students, which helps motivate them. Both textbooks and other resources have advantages and limitations, so teachers should supplement and adapt materials to meet their students' specific needs.
Author of the No Nonsense Phonics Skills programme, Debbie Hepplewhite, provides a step-by-step introduction of the resources and how best to use them.
This document provides background information for a research proposal examining the effects of oral literature on teaching and learning English in primary schools in Uganda. It discusses the historical use of oral literature in teaching English and outlines the study's objectives, which are to determine the forms of oral literature that enhance English learning, the effects of oral literature on English learning, and problems faced in teaching oral literature. The document reviews related literature on oral literature and conceptualizes it in relation to this study.
Authentic Task- Based Materials: Bringing the Real World Into the Classroom. Ana María
This document discusses bringing authentic, task-based materials into the English language classroom. It defines authentic materials as spoken or written language produced for genuine communication rather than language teaching. Examples of authentic materials include TV shows, newspapers, menus and tourist brochures. Using such real-world materials engages students more, increases motivation and helps students learn in contexts resembling situations outside class.
This document summarizes principles of materials design for language teaching. It discusses six principles identified by David Nunan, including linking materials to curriculum goals, using authentic texts and tasks, stimulating interaction, allowing focus on language forms, developing learning skills, and applying skills outside class. It also outlines 16 principles by Brian Tomlinson, such as achieving impact, helping learners feel at ease, developing confidence, and perceiving relevance. The document contrasts authentic materials produced for genuine communication versus created materials designed for language learners. It provides examples of authentic materials like radio broadcasts and definitions from various scholars.
The document discusses approaches to teaching reading, including whole language and phonics approaches. It argues that an integrated approach combining elements of both may be most effective. As an example, it outlines a lesson plan that incorporates phonemic awareness, phonics, fluency, vocabulary and comprehension activities to benefit students of varying levels.
Research Proposal: The use of authentic materials in promoting vocabulary in ...firdausabdmunir85
This document provides a literature review on the use of authentic materials in promoting vocabulary in ESL classrooms. It defines authentic materials as materials produced for purposes other than language teaching. It discusses the advantages of using authentic materials, including improving motivation, exposing students to real language and culture, and better preparing students for the real world. It also identifies some potential challenges, such as materials containing difficult language beyond students' levels. The document reviews different types of authentic materials and considers factors like students' proficiency levels that influence material selection.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
Information and suggestions for systematic synthetic phonics blended teaching and learning with Wand Phonics, Phonics International and No Nonsense Phonics resources.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Cartoons can be effective pedagogical tools for language learning. They provide modified authentic language input that is comprehensible even for low-level learners. Cartoons help increase learner motivation and reduce anxiety by creating a low-stress atmosphere. Research shows that exposure to cartoons improves learner confidence and ability to participate in class discussions. Cartoons appeal to both visual and auditory senses, breaking up monotony. They allow learners to respond personally and develop higher-order thinking skills. When used appropriately, cartoons have been shown to enhance the learning process and environment.
This document discusses the pedagogical value of using cartoons in language learning. It begins by noting that cartoons can provide authentic audiovisual input that increases learner motivation. The paper then highlights several ways that cartoons are beneficial for low-level language learners, as they provide modified input that is still comprehensible and exposes learners to new language aspects. Several studies are cited showing cartoons improve oral production, confidence, and memory when learning a new language. The document concludes that cartoons create a low-anxiety environment that enhances language learning when used appropriately in the classroom.
The impact of mother tongues in the learning of english language (3)Malieque
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Teaching vocabulary to advanced studentsingridbelloa
The document discusses effective vocabulary teaching methods for advanced language learners. It emphasizes teaching vocabulary in context through authentic materials rather than isolated word lists. Students should learn collocations and deal with meaning through guided discovery and dictionary use to develop independence. Group work and meaningful tasks that apply vocabulary in realistic scenarios help retain learning in long-term memory. The lexical approach focuses on multi-word chunks to develop fluency beyond grammatical competence.
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This PowerPoint presentation summarizes the Phonics and Talk Time books for teaching early reading skills. It includes an introduction to the author Debbie Hepplewhite and an overview of the Simple View of Reading model. It describes the content and guidance provided in the two Phonics and Talk Time books. It recommends following these books with a systematic synthetic phonics program to teach the full alphabetic code. It also describes Debbie Hepplewhite's No Nonsense Phonics Skills program as a next step after Phonics and Talk Time.
This document outlines a presentation about using authentic materials in world language curriculum. It defines authentic materials as texts created by native speakers for other native speakers. The presentation discusses the benefits of authentic materials for exposing students to real language and culture. It provides examples of audio and written authentic resources and strategies for selecting and scaffolding materials for different proficiency levels. Recommendations are made for integrating technology and authentic materials into world language instruction.
A Picture is Worth a Thousand Words: Learning Vocabulary through Technologychristopherccorcoran
This document discusses using technology and visual aids to teach vocabulary to English language learners. It emphasizes that vocabulary is the first step in language learning and images can help students understand and retain word meanings better than text alone. It provides some online resources teachers can use to create vocabulary exercises, flashcards, and quizzes tailored to their students' needs and interests. While technology is useful, it also stresses the importance of collaborative learning and using the first language to aid comprehension when needed.
This document discusses authentic materials and how to use them effectively in the classroom. It defines authentic materials as those used in real life contexts. When selecting materials, teachers should choose items that are motivating, memorable, and at an appropriate level for students. The materials should also be organized in some way and selected based on language and content. Teachers may need to adapt materials by modifying or adding information to make them more understandable. The document provides tips for using authentic materials, such as choosing recent, durable copies and including accompanying questions or exercises.
We have been using No Nonsense Phonics Skills for two terms now and are very pleased with how it is going. We started using it as an intervention for two children in Year 3, and noticing its effectiveness in supporting the children, we have broadened its use across the school to Years 1, 2, 4 and 6. This presentation has been designed with teaching assistants in mind, but is for anyone who needs to quickly understand how to use the programme.” Jamie Hallums, Assistant Headteacher, Kobi Nazrul Primary School, Tower Hamlets
This document discusses the selection and use of materials for English language lessons. It emphasizes that teachers should use a variety of materials to engage different learning styles and keep students interested. These may include authentic materials adapted for the classroom, as well as materials created by students, which helps motivate them. Both textbooks and other resources have advantages and limitations, so teachers should supplement and adapt materials to meet their students' specific needs.
Author of the No Nonsense Phonics Skills programme, Debbie Hepplewhite, provides a step-by-step introduction of the resources and how best to use them.
This document provides background information for a research proposal examining the effects of oral literature on teaching and learning English in primary schools in Uganda. It discusses the historical use of oral literature in teaching English and outlines the study's objectives, which are to determine the forms of oral literature that enhance English learning, the effects of oral literature on English learning, and problems faced in teaching oral literature. The document reviews related literature on oral literature and conceptualizes it in relation to this study.
Authentic Task- Based Materials: Bringing the Real World Into the Classroom. Ana María
This document discusses bringing authentic, task-based materials into the English language classroom. It defines authentic materials as spoken or written language produced for genuine communication rather than language teaching. Examples of authentic materials include TV shows, newspapers, menus and tourist brochures. Using such real-world materials engages students more, increases motivation and helps students learn in contexts resembling situations outside class.
This document summarizes principles of materials design for language teaching. It discusses six principles identified by David Nunan, including linking materials to curriculum goals, using authentic texts and tasks, stimulating interaction, allowing focus on language forms, developing learning skills, and applying skills outside class. It also outlines 16 principles by Brian Tomlinson, such as achieving impact, helping learners feel at ease, developing confidence, and perceiving relevance. The document contrasts authentic materials produced for genuine communication versus created materials designed for language learners. It provides examples of authentic materials like radio broadcasts and definitions from various scholars.
The document discusses several principles of materials design according to different authors such as Nunan, Tomlinson, Hutchinson and Waters. Key principles discussed include ensuring materials are clearly linked to curriculum goals and objectives, include authentic texts and tasks, stimulate interaction, allow focus on language forms, and encourage applying skills outside the classroom. Frameworks for materials design incorporate elements like input, content focus, language focus, and communicative tasks. There is no single agreed set of principles but areas of agreement include making materials relevant and requiring learner self-investment.
Modifying listening material in serving students with authentic materialwiji83hastuti
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
The effectiveness of using visual aids in introducing new vocabulary to Year ...Ivan Aziz
This study examines the effectiveness of using pictures to teach new vocabulary words to 5th grade students in Malaysia. The researcher conducted two lessons, one using traditional oral vocabulary instruction and one using images. Tests, interviews and student journals showed that the students performed better and were more engaged when pictures were used. However, pictures should be supplemented with other aids for words that are not concrete. The researcher aims to expand students' vocabularies to help them write descriptive compositions using targeted vocabulary words and explicit teaching strategies. Reflections showed that introducing basic vocabulary through classroom images helped reduce anxiety for some students, but they still relied on their native language unless consistently prompted to respond in English.
Developing Material Design_Meeting 2.pptxagus husein
1. The document discusses different types of teaching materials and syllabi used in English language teaching. It defines materials as anything used to help students learn a language, including textbooks, workbooks, videos, and other resources.
2. Traditional materials focus more on grammar patterns and accuracy, while communicative materials emphasize using language for real-life communication. Authentic materials are not specifically made for language teaching.
3. A syllabus translates curriculum goals into specific learning objectives. Types of syllabi include structural, focusing on grammar; functional/notional, focusing on language functions; and situational or topic-based, organizing around real or imaginary contexts.
Chapter 2 listening text and listening strategiesJessie SK
The document provides information on strategies for teaching listening skills. It begins by defining listening strategies as conscious activities that help students comprehend, recall, and remember information. It then categorizes strategies as cognitive, metacognitive, or socio-affective. Some example strategies discussed include using prior knowledge to predict content, monitoring comprehension while listening, taking notes on key details, and focusing on salient points while ignoring irrelevant information. The document also provides suggestions for how teachers can introduce various strategies to students and recommends when during the listening process strategies should be taught.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
AUTHENTIC MATERIALS IN ESSAY WRITING CLASS AN ALTERNATIVE LEARNING TOOLRaquel Pellicier
This document discusses the use of authentic materials as an alternative learning tool in an essay writing class. It describes a study conducted in an essay writing course for English education students in Indonesia. The study observed students writing compare and contrast essays over three class meetings, using different authentic materials each time. In the first meeting, students struggled with organization when analyzing two folktales but scored an average of 65. In the second meeting, providing an example essay improved student scores to an average of 81 by demonstrating structure. In the third meeting, an audio recording on caste systems led to a average score of 74. The findings suggest authentic materials can help writing performance when used to model concepts like essay structure.
The document discusses various perspectives on language learning resources and approaches. It covers John Amos Comenius's opposition to memorization-focused teaching and support for matching instruction to student development. It also summarizes communicative language teaching's focus on using language communicatively rather than just for accuracy, and the shift toward viewing competence as appropriate language use in context rather than just linguistic mastery. Finally, it discusses debates around the role of materials in the classroom and whether they can help teachers or reduce their role.
This document discusses the important role that teaching materials play in language instruction. It summarizes that while students should be the center of instruction, teachers and students often rely heavily on materials, so materials tend to control the content and methods of instruction. Good materials have an instructional philosophy and approach that suit students' needs, use correct and current English, and provide support for learning. The document also discusses how teachers can evaluate, obtain, and adapt materials to best support their students.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
This document summarizes an article that discusses using original or authentic texts as teaching material for English for Specific Purposes (ESP) courses, specifically for students of philosophy. It begins by noting that while authentic texts are generally seen as good teaching material, they can be challenging to implement effectively in the classroom. The document then discusses criteria for selecting appropriate authentic texts and designing accompanying classroom activities to motivate students and enhance the authenticity of the experience. It provides considerations for creating an ESP coursebook for philosophy students using original philosophy texts and tasks.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
The document discusses several principles for effective materials development in language teaching:
1) Materials should achieve impact by being novel, varied, attractively presented, and containing appealing content relevant to learners.
2) Materials should help learners feel at ease through comfortable presentation and culturally/personally relevant content.
3) Materials should ensure learners are ready to acquire the language points being taught through preparation and tuning to different proficiency levels.
This excellent article describes the current use of different technological gadgets that are being used in different contexts to teach and learn English using technology. Dr. Richards also explains its academic relevance through hands-on examples.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Authentic Task- Based Materials:
Bringing the Real World Into the Classroom
Gail K. Oura
Introduction
One of the most challenging tasks constantly facing language
teachers is how to capture the interest and to stimulate the imagina-
tion of their students so that they will be more motivated to learn.
To this end, the ongoing search for and the development of mean-
ingful teaching materials, which often can be used to supplement
the textbook for a course, is a critical planning activity to be done
by teachers.
This paper reviews two major aspects of teaching materials,
which, as many language researchers believe, may contribute to the
overall effectiveness of the learning process because the learner sees
the activity as relevant to his or her learning needs. Are the materi-
als derived from authentic sources, reflecting real- world language?
Are the materials task-based, involving the learner in the practical
use of the language? Following this discussion, some examples of a
classroom activities in which students can use authentic task- based
materials to enhance their language learning are presented.
Materials Available to EFL/ESL Teachers
There currently is a wide array of teaching materials avail-
able to EFL/ ESL teachers to accommodate their various needs and
their unique teaching situations. Many of these materials are com-
mercially produced. These can include EFL/ ESL texts, audiotapes
ῌ 65 ῌ
2. with accompanying workbooks, videotapes with student work-
sheets, and various Computer Assisted Language Learning (CALL)
programs. There are materials available for teaching reading, writ-
ing, speaking, listening, grammar, vocabulary-building, survival
English, cross-cultural communication, pronunciation, business
English, TOEFL preparation, and various other content-based Eng-
lish courses.
Some teachers at universities, junior colleges and private
language schools may find themselves teaching with locally de-
signed materials. Such materials are often produced ῍in-house", and
provide classroom teachers with day-by-day lesson plans, steps for
implementing them, and materials needed to teach them.
Whatever situation a teacher may have, it is very likely that
at some time the teacher will find the need to adapt a particular text
or lesson with material that he or she feels is more useful for
promoting learning. To get beyond the limitations of a given text or
lesson, many teachers often adapt or create activities involving
authentic materials or media. Once teachers start to use authentic
materials and observe the impact the real world context has on
students, they may actually seek out ways to incorporate them
more into lesson plans.
Where do EFL/ ESL teachers find authentic materials? Ac-
cording to Gebhard (1996), there are unlimited sources for teaching
materials. For many who live in countries where English is a foreign
language, it is simply a matter of searching creatively. Teachers in
urban areas of these countries can access authentic materials from
cable TV, English language newspapers and magazines, and even
from popular music on the radio. In large cities, modern grocery and
department stores carrying imported products and the tourist in-
ῌ 66 ῌ
3. dustry such as hotels can offer useful authentic resources. Or else,
during travel to English-speaking countries, teachers could pick up
useful materials that could be adapted for their English lessons.
What Are Authentic Materials?
Nunan (1999) defines authentic materials as spoken or writ-
ten language data that has been produced in the course of genuine
communication, and not specifically written for purposes of lan-
guage teaching. In fact, in his teaching he encourages his students
to bring into the classroom their own samples of authentic language
data from ῍real-world" contexts outside of the classroom. They
practice listening to and reading genuine language drawn from
many different sources, including TV and radio broadcasts, taped
conversations, meetings, talks, and announcements. They also read
magazine stories, hotel brochures, airport notices, bank instructions,
advertisements and a wide range of other written messages from
the ῍real world" in situations as they occur.
Gebhard (1996) gives more examples of authentic materials
EFL/ ESL teachers have used. Some of his examples, which may
serve as source material for lesson planning, are shown below:
1. Authentic Listening/ Viewing Materials -- TV commercials,
quiz shows, cartoons, news clips, comedy shows, movies,
soap operas, professionally audio- taped short stories and
novels, radio ads, songs, documentaries, and sales pitches.
2. Authentic Visual Materials -- slides, photographs, paint-
ings, children’s artwork, stick-figure drawings, wordless
street signs, silhouettes, pictures from magazines, ink blots,
postcard pictures, wordless picture books, stamps, and X-
ῌ 67 ῌ
4. rays.
3. Authentic Printed Materials -- newspaper articles, movie
advertisements, astrology columns, sports reports, obitu-
ary columns, advice columns, lyrics to songs, restaurant
menus, street signs, cereal boxes, candy wrappers, tourist
information brochures, university catalogs, telephone
books, maps, TV guides, comic books, greeting cards, gro-
cery coupons, pins with messages, and bus schedules.
4. Realia (῍Real world" objects) Used in EFL/ ESL Classrooms
-- coins and currency, folded paper, wall clocks, phones,
Halloween masks, dolls, and puppets, to name a few. (Realia
are often used to illustrate points very visually or for
role-play situations.)
Why Use Authentic Materials?
The extra time involved for teachers in planning for the use
of authentic materials to supplement lessons is well worth it. In fact,
using authentic materials has several advantages. According to
Brinton (1991), authentic materials and media can reinforce for
students the direct relationship between the language classroom
and the outside world. Gebhard (1996) sees authentic materials as a
way to ῍contextualize" language learning. When lessons are cen-
tered on comprehending a menu or a TV weather report, students
tend to focus more on content and meaning rather than the lan-
guage itself. This offers students a valuable source of language
input, so that they are not being exposed only to the language
presented by the text and the teacher.
In addition, Melvin and Stout (1987) find an overall increased
motivation to learn in students, as well as a renewed interest in the
ῌ 68 ῌ
5. subject matter, when students use authentic materials for the study
of culture in the language classroom. In class, they regularly ῍sent"
students to a city in a target culture (for example, to spend a
weekend in New York City) through prepared task-based activities
using authentic materials. As students gained more confidence
working directly with authentic materials, they also reported an
increased understanding of the practical benefits of being able to
use the language in real world scenarios. Students commented that
they found it useful to be practicing skills they would need outside
the classroom and to be learning about cultures beyond their own.
Also, there are some researchers who point out that more
authentic materials are needed in the classroom because of the wide
disparity that is often found between materials developed specifi-
cally for English language teaching and authentic conversation.
Porter and Roberts (1981) show several differences between authen-
tic materials and non-authentic materials in terms of spoken lan-
guage. For example, conversations recorded for language texts
often have a slow pace, have particular structures which recur with
obtrusive frequency, and have very distinct turn-taking of speakers.
Also, hesitations (such as “uh’s” and “mm’s”) are often missing, and
sentences are very well- formed with few if any mistakes. In other
words, what the language learners hear in class is different from the
language in the real world. In many cases, the language heard in
classrooms is a stilted use of spoken language, and authenticity is
lost because of a need to teach specific language points in a way
that some teachers feel would be more understandable for learners.
Brosnan et al. (1984) justify the importance of the use of
authentic language in the classroom in this way:
ῌ 69 ῌ
6. 1. Language is natural. By simplifying language or altering it
for teaching purposes (limiting structures, controlling vo-
cabulary, etc.), we risk making the task more difficult. We
may, in fact, be removing clues to meaning.
2. Authentic language offers students the chance to deal with
a small amount of material which, at the same time, con-
tains complete and meaningful messages.
3. Authentic printed materials provide students with the op-
portunity to make use of non-linguistic clues (layout, pic-
tures, colors, symbols, the physical setting in which it
occurs) to help them discover the meaning more easily.
4. Adults need to be able to see the immediate relevance of
what they do in the classroom to what they need to do
outside it, and real-life material treated realistically makes
the connection obvious.
While Nunan (1999:27) realizes that it is not realistic for
teachers to use only authentic materials in the classroom, he makes
a point that ῍learners should be fed as rich a diet of authentic data
as possible, because, ultimately, if they only encounter contrived
dialogues and listening texts, their learning task would be made
more difficult." He also goes on to say that it is important that
learners listen to and read authentic material of as many different
kinds as possible. This will help motivate the students by bringing
the content and the subject matter to life for them, and enable them
make the important connections between the classroom world and
the world beyond it.
ῌ 70 ῌ
7. Task- Based Language Teaching
Another aspect of teaching material design considered essen-
tial to many leading language researchers today is that such mate-
rial promote task- based learning. Task- based learning is an overall
approach to language learning that views the ῍tasks" that learners
do as central to the learning process. The learning process is seen as
a set of communicative tasks that are directly linked to curricular
goals.
Nunan (1991: 279) outlines ῍five characteristics of a task-
based approach to language learning:
1. An emphasis on learning to communicate through interac-
tion in the target language.
2. The introduction of authentic texts (teaching materials)
into the learning situation.
3. The provision of opportunities for learners to focus not
only on language, but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences
as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with lan-
guage activation outside the classroom."
He views the task as a piece of meaning-focused work which in-
volves learners in comprehending, manipulating, producing and
interacting in the target language.
Specifically, tasks can be analyzed according to the goals, the
input data, the activities derived from the input, the settings and
roles implied for teacher and learners. Nunan (1989:11) graphically
ῌ 71 ῌ
8. depicts a way to analyze the various elements of tasks, as shown in
Figure 1.
Goals Teacher role
Input TASKS Student role
Activities Settings
Figure 1: A framework for analyzing communicative tasks
Goals refer to the general intentions for the learning task. Input is
the data that forms the point of departure for the task. Activities
specify what learners will actually perform with the input. Roles
refer to the social and interpersonal relationship between learners
and teachers in a task. Settings refer to the classroom arrangement
affecting interaction entailed in the task, such as pair work or group
work. When selecting, adapting, modifying and creating communi-
cative tasks, Nunan believes that specification of all these compo-
nents is needed.
There are a number of different interpretations in the litera-
ture of what a ῍task" actually is. However, many researchers today
make an important distinction between target tasks, which stu-
dents need to accomplish beyond the classroom, and pedagogical
tasks, which form the basis of the classroom activity during the
instruction.
As far as target tasks are concerned, Long (1985: 89) lists a
number of them: ῍filling out a form, buying a pair of shoes, making
an airline reservation, borrowing a library book, taking a driving
test, typing a letter ... making a hotel reservation, writing a check,
finding a street destination ..." He sums up a definition of ῍task" in
ῌ 72 ῌ
9. this way: ῍by task is meant the hundred and one things people do in
everyday life, at work, at play, and in-between." These are the kinds
of things that individuals typically do outside of the classroom. The
ultimate rationale for language instruction is to enable learners to
accomplish these activities successfully in the real world using the
target language.
Of course, target tasks could be practiced to some extent in
the classroom. However, learners will also do many other things in
the classroom that are not just rehearsals for performance outside of
the classroom. Learners will become involved in various activities
that facilitate the development of their general language profi-
ciency, as well. Such tasks, with a pedagogical rationale, are the
types of tasks that Richards, Platt and Weber (1986: 289) refer to as:
῍actions carried out as the result of processing or understand-
ing language. For example, drawing a map while listening to
a tape, listening to an instruction and performing a command,
may be referred to as tasks. Tasks may or may not involve
the production of language. A task usually requires the teach-
er to specify what will be regarded as successful completion
of the task. The use of a variety of different kinds of tasks in
language teaching is said to make language teaching more
communicative."
A definition of a pedagogical task, that is seen by a number of
researchers as capturing the essence of the concept, is given by
Breen (1987: 23): ῍any structured language learning endeavor which
has a particular objective, appropriate content, a specified working
procedure, and a range of outcomes for those who undertake the
ῌ 73 ῌ
10. task". Another view of pedagogical tasks is given by Nunan (1999:
25) who refers to them as ῍... classroom work that involves learners
in comprehending, manipulating, producing or interacting in the
target language while their attention is focused on mobilizing their
grammatical knowledge in order to express meaning."
Successful completion of pedagogical tasks would enable
learners to acquire the skills needed to master real-world target
tasks. For instance, a target task might be:
The learner will listen to a weather forecast and decide
whether or not to take an umbrella and sweater to school.
Its related pedagogical task might be:
The learner will listen to an aural text about the weather and
answer questions afterwards on whether given statements
are true or false.
As soon as learners master the pedagogical task, including all of its
related activities or exercises, they would have developed the neces-
sary skills to accomplish the target task. Ultimately these newly
developed skills could be used outside of the classroom.
A task-based curriculum then, with its supporting instruc-
tional materials, specifies what the learner needs to do with the
English language in terms of target tasks and organizes a set of
pedagogical tasks intended to reach those goals. According to
Brown (1994:229), ῍in task-based instruction, the priority is not the
bits and pieces of language, but rather the functional purposes for
which the language must be used." Such a curriculum should focus
ῌ 74 ῌ
11. on pragmatic language competence. Task-based language teaching
requires the teacher to organize classroom activities around those
practical tasks that language users will engage in when they are
῍out there" in the real world.
Classroom Activities Using Authentic Task-Based Materials
The following are some examples of classroom activities in
which students use authentic materials and have specific tasks to
accomplish in order to meet real-world language objectives:
Activities Using Cultural ObjectsActivities Using Cultural Objects
Activities involving the direct use and handling of products
of a culture (such as postcards, photographs, symbols, and images in
song lyrics) can be very effective in the classroom. One such activ-
ity, called Culture Composition developed by Tomalin and Stemple-
ski (1998), has as its purpose the development of writing skills, as
well as the recognition of cultural artifacts. The teacher hands out
various pieces of realia, collected from travels abroad to English-
speaking countries, such as bus or air tickets, receipts, coupons,
money and photographs. The items are mixed up and in random
order. Students are put into groups of two or three. They identify
each item, and then make up a story about their set of items. The
groups present their stories to the rest of the class, each person in
the group taking a turn to tell part of the story. As an item occurs
in the story, it is shown to the class and placed on the table. When
all groups have finished, the students write their own individual
version of their story.
For these types of activities which teach culture, a task-
oriented approach is suggested. Students work together in pairs or
ῌ 75 ῌ
12. small groups to fine-tune precise information. They share and dis-
cuss what they have discovered, and interpret the information
within the context of the target culture and in comparison to their
own culture.
Listening ActivitiesListening Activities
One way to focus students’ attention on developing real-
world listening skills is through listening activities. This activity
called ῍Eavesdropping" developed by Porter and Roberts (1987)
teaches strategies for listening. Students are told that they are
guests at a party and that they can eavesdrop on conversations.
They listen to short segments of real-world party conversations and
complete a worksheet in which they note down what topic the
people are talking about. They also indicate on the worksheet
whether they are interested in the topic or not. Follow-up activities
could include other eavesdropping in real-world settings where
English is spoken (or simulations of real world settings like watch-
ing an English conversation on TV), taking notes on what is heard
and reporting back to the class.
Listening / Viewing ActivitiesListening / Viewing Activities
Many creative approaches for using video in the classroom
are given by Stempleski and Tomalin (1990). One idea is through
silent viewing of video clips to let students consider what is going
on and guess what the speakers are doing and saying. Another
approach would be for students to watch the beginning only of a
video clip, and then they must predict what will happen next. Also,
teachers could present a video clip through split viewing: half of the
class sits with their back to the screen; half can see the screen; and
ῌ 76 ῌ
13. both groups can hear. Pairs then come together after the split
viewing, and create a story about what happened.
In all activities like these, a task-based approach is suggested.
Teachers need to decide what, if any, language needs to be pre-
taught. Students’ attention should be focused on particular viewing
tasks. The teacher should decide what particular language points
are to be taught, what follow-up activities will be used, and student
worksheets need to be prepared. If possible, it is helpful to make
transcripts of the dialogue from the video clip for later review with
the students.
Interactive SimulationsInteractive Simulations
Another approach would be to set up a simulation of some
real-world scenarios in which students familiarize themselves with
the details through interaction with authentic materials. Then the
students have to play a certain role in the scenario and communi-
cate with others in a realistic manner while attempting to accom-
plish certain tasks.
The following is such a classroom activity that the author
helped to design for a course at another university, and subse-
quently modified for use in an English Communication elective
class at Sophia Junior College. The activity is called ῍Meet the
Press", and is the simulation of a press conference. The authentic
materials were compiled from news articles based on a real situation
that occurred at a Japanese hospital.
Students are asked to read news clippings about the real-life
event of a mix-up of patients for surgery that occurred at a Japanese
hospital. Then they are told that they will participate in a press
conference in the role of either a spokesperson for the hospital or a
ῌ 77 ῌ
14. reporter. Then students are divided into groups of four -- one is the
spokesperson for the hospital and the other three are the reporters
who must ask questions related to their concerns. (See handouts in
Appendices 1, 2 and 3).
Spokespersons review their information sheets, write a pre-
pared statement that they will release to the press, and try to
prepare answers to possible difficult questions that reporters may
ask them. They are given overall guidelines for how to conduct a
press conference, how to handle reporters’ questions, and what to do
when they don’t know the answer. Spokespersons have a practice
session with the teacher before the event.
Reporters need to prepare questions to find out as much as
they can about the situation. In addition, they play a role in which
they have some specific concerns. Some of their questions should
reflect these concerns. Then reporters review their questions in
advance with the teacher, and are given guidance on how to ask
appropriate follow-up questions.
At the press conference, the spokesperson greets the press,
sets the ground rules, presents his or her prepared statement (about
3 minutes in length), and then opens up a 10-minute question and
answer session, and when time is up, ends the session by thanking
them for their participation.
In the real world, most students will probably never be a
spokesperson or a reporter at a press conference. However, this
activity provides the opportunity for students to develop the real-
world ability to answer questions on the spot, as well as to ask
in-depth questions about an issue.
All of these classroom activities, utilizing authentic materials
ῌ 78 ῌ
15. and giving students specific tasks to perform to complete a project,
can be a very meaningful experience for students. Students often
report gaining greater confidence in using the language during
such activities. It’s a way to bring real world experiences into the
classroom by focusing on practical language skills.
Note: The ῍Meet the Press" activity was developed with assistance
from Robert Gaynor, a colleague from another university. The
author wishes to acknowledge him for his input.
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