Using authentic materials in teaching English

=== Taqdimot: Using authentic materials in teaching English.pptx ===

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Using authentic materials in teaching English

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What are authentic materials?
Authentic materials are any materials that are created for a real-world purpose and audience, not for teaching or learning a language. Authentic materials refer to real-life resources that are used in the target language by native speakers. These materials can include newspapers, magazines, books, websites, videos, podcasts, advertisements, social media posts, songs, and more. They provide learners with exposure to natural language use, cultural context, and current topics of interest. Using authentic materials in language learning can help to improve listening, reading, speaking, and writing skills, as well as enhance cultural understanding and fluency.

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The use of authentic materials in EFL classes is not new, because teachers started using them in the 1970s as a result of the spread of the Communicative Language Teaching Approach. There were a number of studies engaged with studying authenticity and the use of authentic materials in EFL classes. For many researchers, authenticity is very significant, because it prepares the learners for the real world situations in terms of using the target language. If teaching materials are not interesting and motivating, learners will learn nothing. Using inappropriate teaching materials makes learners face difficulties in learning a foreign language. Learners need to be motivated to succeed in learning any language. Therefore, teaching materials must be motivating and raise learners’ interest. In order to help learners learn better, a lot of researchers suggest using authentic materials

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The use of authentic materials in EFL classes is not new, because teachers started using them in the 1970s as a result of the spread of the Communicative Language Teaching Approach. There were a number of studies engaged with studying authenticity and the use of authentic materials in EFL classes. For many researchers, authenticity is very significant, because it prepares the learners for the real world situations in terms of using the target language. If teaching materials are not interesting and motivating, learners will learn nothing. Using inappropriate teaching materials makes learners face difficulties in learning a foreign language. Learners need to be motivated to succeed in learning any language. Therefore, teaching materials must be motivating and raise learners’ interest. In order to help learners learn better, a lot of researchers suggest using authentic materials

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Gerhard classified authentic materials into three categories as follows:
1. Authentic listening materials, such as radio news, cartoons, songs, etc.
2. Authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc.
3. Authentic printed materials, such as sports reports, newspapers, restaurant menus, train tickets, etc.

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According to Breen there are four types of authenticity. These are:
> text authenticity-: refers to the authentic qualities of a text. Authentic texts in the context of language learning, means any source of information used to help learners to develop an authentic understanding
> learner authenticity- refers to the ability of learners to interpret the meaning present in the text like the native speakers do in the real world
> task authenticity-refers to the chosen tasks provided for the learners to be engaged in an authentic communication and authentic aims for learning.
> authenticity of the classroom-the most important role of the classroom is to enable the learners to experience «public and interpersonal sharing of content of language learning, the sharing of problems with such content, and revealing of the most effective means and strategies to overcome such problems.»

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Classification of authentic materials commonly used in language teaching:
– Printed Materials
– Audio Materials
– Visual Materials
– Digital and Online Materials
– Interactive Materials
– Official and Practical Documents
– Signs and Notices
– Cultural Artifacts
– Realia

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Authentic materials often contain:
-Difficult language
-Unneeded vocabulary
-Complex language structure
Authentic and non-authentic materials
Authentic and non-authentic materials are two categories of educational resources used in language teaching and learning. These materials play a crucial role in shaping the learning experience and helping learners acquire language skills
‘Authentic material’ refers to items that have not been designed or adapted for use in an English language classroom such as magazines, newspapers, video clips and song lyrics

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Advantages of authentic materials
– Really motivating for the learners
– Interesting, topical and relevant for your specific learners
(excellent for EAP classes)
– Empowers learners. Makes them feel more autonomous
– Exposes learners to how language is, not how language “should be”
– Promotes a deeper cultural understanding
– The course book is outdated, irrelevant of very “dry”
– It is a very creative process and gives a teacher professional confidence and a new lease of life in the classroom

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– too much preparation time
– too difficult for students and de-motivating if the task inappropriate
– some sources are impossible to use with low level
– sometimes authentic material doesn`t provide a good enough “model” for language learners
– Syllable restrictions
– Lack of access to resource
Disadvantages of authentic materials

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How to select authentic materials
Selecting authentic materials can be challenging, as not all materials are suitable or relevant for all students. To select authentic materials, you should consider the following criteria:
Level
Topic
length
format
purpose

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Level refers to the difficulty and complexity of the language and the content. You should choose materials that are slightly above your students’ current level, but not too difficult or frustrating. Topic refers to the theme or subject of the material. You should choose topics that are interesting, relevant, and appropriate for your students.
Length refers to the amount and duration of the material. You should choose materials that are not too long or too short for your students’ attention span and time.
Format refers to the type and mode of the material. You should choose formats that are accessible, engaging, and varied for your students.
Purpose refers to the goal and objective of the material. You should choose materials that match your students’ learning outcomes and expectations.

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Designing tasks with authentic materials
Designing tasks with authentic materials can be challenging, as not all tasks are effective or meaningful for all students. To design tasks with authentic materials, you should consider the following principles:  authenticity  Interaction Scaffolding feedback

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Authenticity refers to the extent to which the task reflects the real use of the material in the target language context. You should design tasks that require students to use language for a realistic and relevant purpose and audience.
Interaction refers to the extent to which the task involves students in communication and collaboration with others. You should design tasks that encourage students to exchange information, opinions, and ideas with their classmates or other speakers of the target language.

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Scaffolding refers to the extent to which the task provides support and guidance for students to complete the task successfully. You should design tasks that offer pre-, during-, and post-task activities that help students activate their prior knowledge, monitor their comprehension, and reflect on their performance.
Feedback refers to the extent to which the task provides feedback and correction for students to improve their language skills. You should design tasks that offer formative and summative feedback that is timely, specific, and constructive.

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