scholarly journals The use of authentic materials in foreign language teaching on A1 level

2017 ◽  
Vol 6 (4) ◽  
pp. 210-214
Author(s):  
Natalia Aleksandrovna Gridneva

The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The author gives a critical inquiry of widespread manner for easier authentic materials understanding through their preparatory methodic adaptation and makes arguments for uncontrolled materials usage (already on A1 level). While the main specialists handling this problem pay attention to possibilities of authentic materials usage on intermediate and advanced levels, the author analyzes their applying on A1 level. The author gives reasons for the importance and necessity of authentic materials usage with the beginners and formulates some concrete criteria for authentic materials selection on A1 level (based on Common European Framework of Reference: Learning, Teaching, Assessment and Russian Public Standard for Russian as a Foreign Language (Elementary Level - A1)).

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.


2020 ◽  
Author(s):  
Freddy Nicholas ◽  
Tony Seimon

AbstractProficiency in English academic speaking is considered to be important in EFL student. And the authentic material has been used to improve the students’ speaking skill. This study aimed to discuss the perception of EFL students on the importance of the academic speaking in their current study and the use of authentic materials in their classroom. The study investigates the students’ needs which are emerging in academic speaking during the classroom practice for gaining the perceptive and thoughtful understanding for the forthcoming course’s needs. The data for the current study has been collected by using the five scaled questionnaire of the needs analysis that was distributed among the fifty EFL undergraduate students and focus interview groups which involved fourty participants were also used to collect the data. Based on the findings of the study, it is suggested that the resources for authentic materials are considered needed.Key words: English as a Foreign Language (EFL), Authentic Material, Academic Speaking Skill


Neophilology ◽  
2018 ◽  
pp. 32-38
Author(s):  
Natalya Nikolayevna Tsurtsilina

We advise to use authentic materials in Russian language teaching as a foreign language. We focus on the textual approach. We give recommendations for methodical selection and literary and poetic text organization to form a foreign language communicative competence. We consider the specificity of communication in a foreign language teaching. The understanding and producing speech in a foreign language is also important. The teacher should have the means to analyze not only the authentic artistic/poetic texts he/she introduces into the teaching but also the texts produced by the students themselves in order to advise, support, assist and consult. The teacher’s aim is firstly to ensure that students are familiar with the maximum number of different texts samples in a foreign language, and then to help them to structure these data, to organize their presentation, and learn the data, to offer different activities using various linguistic and cognitive operations, finally to evaluate and to create conditions for self-assessment of their own communicative competence.


Author(s):  
Liana Arzumanyan

Статья посвящена специфике обучения аудированию медицинского английского языка в высших неязыковых учебных заведениях. Рассмотрены основные и специфические навыки и умения, которые необходимы специалисту для восприятия профессионально-значимых аудиотекстов, вопросы выбора учебного материала, проблемы, с которыми сталкиваются студенты, а также задачи, отвечающие требованиям аудитории. В статье предлагаются некоторые идеи, как улучшить развитие навыков слушания и расширить знания английского языка в медицинской сфере. Раскрыта также роль техники слушания в формировании иноязычной коммуникативной компетенции у студентов в неязыковых вузах. / The article is devoted to the specificity of teaching listening comprehension of medical English in higher non-linguistic institutions. The basic and specific skills and abilities that are necessary for a specialist in the perception of professionally significant audio texts, the questions of educational material selection, the problems faced by the learners, as well as the tasks that meet the requirements of the audience are considered. The article suggests some ideas how to improve the development of listening skills and extend the knowledge of English in the medical field. The role of listening technique in forming foreign language communicative competence of nonlinguistic training directions of students is revealed as well.


2016 ◽  
Vol 5 (2) ◽  
pp. 60-65
Author(s):  
Ханжина ◽  
Tatyana Khanzhina

The formation of cadetscommunicative competence in the process of foreign language education in the military institute consists of some components. First of all it is authentic material – sound tracks, study films, military documentation, slides. In the studying the discipline «The Foreign Language» cadet must understand the general content of authentic publicpolitical, journalistic and texts of military orientation. That`s why the special role is given to the education of audition teaching. To prepare cadets for the foreign communication it is necessary to teach him to work with the profession oriented text, to reviewing it. This ability develops basic abilities of the foreign speech understanding. Today the new multimedia technologies for the foreign language teaching are used. They help to understand language events, make communicative situations, develop language and speech activities. The author gives the lesson fragment with the multimedia technologies using.


Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 61-75
Author(s):  
Andreja Retelj

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.


HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 29-46
Author(s):  
Alix Norely Bernal Pinzón

This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.


Author(s):  
Maksudova Gulnoz Olimovna ◽  

The pros of the utilizing authentic materials for the language students have been estimated to be an effective way to teach English by providing real-life experience in the classroom environment. There are many available materials to be worth promoting to be able to satisfy the needs of students in all knowledge sphere. The English language has been in a wide usage of all aspects such as: economics, politics, social issues and these can be found in authentic materials. They are a great help to collaborate language skills as well as knowledge. In the process of teaching a foreign language it is important to consider what kind of authentic material to choose and which is more efficient to the requirements of the learners. In this article the explanation and strategies of selecting appropriate authentic materials will be put forward.


Author(s):  
Zelvia Liska Afriani

This study aims at examining the role of culture in learning English as a foreign language. Previous researchers explained that there is an intimate relationship between language and culture. It is obviously mentioned that when someone is willing to learn a language, he also needs to learn its culture so as to master it fully. Therefore, the researcher would like to investigate whether the teachers at school has understood and implemented cultural literacy in the language classroom or not. In this study, the researcher used a descriptive qualitative study and gathered the information needed from some English teachers in North Bengkulu. The result shows that the English teachers has been aware of the importance of cultural literacy in English language classroom since it can enhance students’ communicative competence. There are some offered ideas that can be employed in introducing cultural literacy, such as using authentic materials, proverbs, role-play, students as cultural resources, ethnography study, and literature.   


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