Volume 03 Issue 02-2023
68
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
02
Pages:
68-73
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Teaching with authentic materials has been a hot topic in the English teaching industry for quite some time. With the
dawn of easy and widespread internet access, students are exposed to a large number of authentic English texts and
resources online. Many of our learners now also work in multi-cultural and multi-national companies or study abroad.
The article create the need for students to be able to understand a variety of authentic English sources. In this article
we will show you how to help your students develop the skills needed to understand and react to authentic texts.
KEYWORDS
Authentic materials, foreign language, second language, newspaper articles, podcasts, formal writing, multi-word
expressions.
INTRODUCTION
By authentic materials in English Language Teaching ,
we understand any text written, edited, and published
without any consideration for learners of English as a
second or foreign language. This may include:
•
Reading texts such as newspaper articles, e.g.,
from The Guardian or Financial Times
•
Long-reading texts, like novels
•
Specific, unique literature genres, like poetry or
drama plays
Research Article
THE USEGE OF AUTHENTIC MATERIALS IN THE LANGUAGE CLASSROOM
Submission Date:
February 17, 2023,
Accepted Date:
February 22, 2023,
Published Date:
February 27, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue02-13
Nematova Zebo Tursunboevna
Esp Teacher, Bukhara State Medical Institute Named After Abu Ali Ibn Sino Bukhara, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 02-2023
69
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
02
Pages:
68-73
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
Videos, such as movies, TV series, conference
presentations, or TV news
•
Listening texts, like podcasts or radio shows
•
Formal writing, like legal documents, academic
papers, or formal letters
Some of these have long been available and used in
classroom, like traditional English literature. Many of
these texts have had the language simplified for
learners, for example, like graded literature readers.
Grading the language, e.g., by reducing the number of
complex words and sentences, is one way authentic
texts have been made accessible to learners. But many
types of authentic texts are new. Often students are
intimidated and give up quickly when they encouter
them.
Authentic materials are audio, print and video
materials that have not been designed for deliberate
use in the English language classroom.
Authentic materials may fall into two main categories -
print and auditory.
Let’s check out some examples of authentic materials
from each category:
There are a few reasons why students are unable to
engage with authentic materials effectively:
Cultural differences
English is taught virtually everywhere around the world
and the local culture of the students might be vastly
different to that of English speaking countries. Also, in
these countries, there are many cultures and even
Volume 03 Issue 02-2023
69
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
02
Pages:
68-73
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
varieties of the English language. The majority of texts
are composed for a specific area, e.g., Australia only.
When someone writes a text, they also usually have
their audience much more narrowed down to a specific
age group, people of a specific educational
background, political views or interests, etc. Each
authentic text is written with the assumptions about
its target audience and their knowledge, which your
students might not have.
Unfamiliar or idiomatic expressions
Of course, an authentic text might be full of new
unfamiliar words. However, an added difficulty is that
many of them come in multi-word expressions, such as
phrasal verbs or idioms. Because of this many learners
have problems with identifying the words that go
together so that they are able to look them up in a
dictionary.
Variety of structures
English achieves variety and the lack of repetition not
only by varying vocabulary, but also by utilizing
different
sentence
structure.
A
stylistically
sophisticated piece of writing contains many sentence
structures and alternates between them. For example,
one short paragraph can go from an active sentence to
a passive one, followed by a conditional one. Many
specialized texts are written in Academic or Business
English too. These types of English have their own
complex characteristics. For instance, a formal
business email has a fixed structure and many standard
phrases.
You might think that authentic materials are too
difficult and give up on the idea of using them. But this
will be doing our students, who want and need to
interact with these texts, a disservice. It can also be
hugely motivating for them to be able to tackle a ‘real’
English source. It is important to notice that there is no
minimum level below which we should not use
authentic materials with our students.
You can find appropriate authentic materials for all
levels. For example, for elementary and pre-
intermediate classes, leaflets, short letters, postcards,
or ads can be fantastic sources. Intermediate students
can handle even longer and more complex texts. The
key is to structure a task in such a way that does not
require them to understand every sentence or fact. For
instance, you can ask your students to skim the text for
overall meaning, or find two facts about the celebrity
mentioned in it. Higher-level students can answer more
specific questions, but remember they will need
scaffolding, too. You can help them by introducing the
key vocabulary before, for example.
Think about your students - have they seen and read a
similar text before? For example, if you are giving them
a business news podcast, have they listened to one
before? Also consider the similarities and potential
differences between how such text is structured and
what it contains in their first language. For instance, a
formal letter in English has a fixed organization which
might be different in the learners’ mother tongue.
An authentic text that’s completely unfamiliar or
uninteresting will be discouraging for learners.
Consider if your learners have any previous knowledge
of the topic of the piece and if it matches their interest
and knowledge. It might be difficult at first, but as you
bring more and more different texts to your classroom,
encourage students to share their views on them.
Make sure you also welcome the negative feedback
(e.g., when your students find a text boring or
unrelatable), so that it can inform your future choices.
Volume 03 Issue 02-2023
70
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
02
Pages:
68-73
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In basic terms, look at the four core skills in language
acquisition: speaking, listening, reading, and writing in
the context of the text. Then, you need to specifically
consider subskills. For example, in a reading text,
which type of reading skills will the students need:
reading for specific information, gist, inferring
meaning from context? Think also if students struggle
with that specific skill in their first language. Many
sources might involve more than one skill, e.g., a
podcast could come with a transcript mixing listening
and reading.
Summary of the main advantages of using authentic
materials:
•
Authentic materials for non-linear syllabi -
There’s little evidence of
a fixed acquisition
order when it comes to authentic materials.
Many teachers and scholars might repudiate
the use of authentic texts on this basis.
However, I believe that language acquisition
does not occur in a magical linear fashion;
•
Integrative motivation - Genuine materials
from the target culture provide learners with a
crucial ‘stepping stone’ towards their own
understanding of, and adaptation to, that
culture;
•
Confidence levels rise when learners are
treated as ‘native speakers’
- Distributing
authentic materials in class might cause
students to believe they are being treated as
‘native speakers’. Therefore, their confidence
levels rise and their overall learning experience
is enhanced;
•
Enhanced engagement - Engagement in a text
assumes a certain degree of empathy. Indeed,
authentic materials tend to have great
personal significance for learners. Hence, a
powerful argument in favour of utilising
authentic materials is the increased levels of
engagement they tend to foster;
•
Accessibility to low level learners - Low level
learners can approach genres such as the
television news bulletin with confidence.
Learners should be familiar with the
presentation and format of the news bulletin,
mostly owing to its use of visual images.
Instructors should teach low level learners how
to recognise proper nouns (people and places)
and ‘international’ words (e.g. airport,
terrorism).
Moreover,
teachers
should
encourage learners to contribute their own
knowledge about items in the news.
The advantages of using authentic materials in the EFL
classroom far outweigh the drawbacks.
In my view, there is an argument that entire courses
should revolve around authentic materials, even for
lower level learners.
So, perhaps, Directors of Studies an
d teachers don’t
need to devise syllabuses at all.
Nowadays it is virtually impossible for our learners to
avoid any contact with authentic English texts. They
need help to develop key skills to understand and
benefit from these sources. As teachers we can do this
by taking into consideration the type of texts, the
background and characteristics of our students, and
the skills and language they need for the purpose.
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Volume 03 Issue 02-2023
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1121105677
Publisher:
Oscar Publishing Services
Servi
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Oscar Publishing Services
Servi
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Volume 03 Issue 02-2023
73
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
02
Pages:
68-73
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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