The purpose of learning foreign language is to use it. In that point authentic language can stimulate students to apply it to their real life.
Teachers should try to find real materials or information as much as possible to attract students interes especially for the low level. Once they get interest and confidence in their language, they can voluntarily study more.
I think authentic material is good for young students’ motivation to learn English. Especially the low level students can get easily bored with the text. If teachers use authentic materials for them, they can get interest in English class more.
I’m totally in favor of the previous comment. In language teaching, atthentic materials enable students to enhance their interest in the target language and their proficiency in it and to keep up with the current issues. Getting and using authentic materials must come into being not by money but through the dedicated efforts of teachers and students.
Authentic materials are used by native speaker teachers for actual communications. Students can learn language in the target culture and help students to get much information as they can.
1.Choosing & using authentic materials.
Constructing authentic articles. : Among some guidelines for choosing, interest to age group should be considered, I think. In a video clip, the teacher is using realia:Ordinary objects. Actually she used dolls, clothing or she can let students bring their favorite things from home and say about them. In my case, I like to use puppets that I can make quickly using paper bag, students like them very much.
In the vedio clip, students make an album about their own tourist guide and remains them at their school and the future students can continue them. It’s very impressive to me.
In the vedio clip, there are so many useful works in the classroom. And we can experience Mr. Autry’s classroom decorations. But in Korea, we don’t have our own classroom. So I envy them very much.
4. Multimedia: radio programs, audio or vedio files, animation, form of documentary
Our Korean students like using internet. we should learn more technology about computer and modify them.
I’d add that, due to the spread of technology around the world, the Internet is a very good place to find material that might gain student interest and be useful for practicing English.
Many of the textbooks I’ve seen and used in the US for ESOL are “content-based” textbooks: Each unit and each individual lesson will focus on some topic that might interest most students:
For example, there might be a unit that uses texts and multimedia materials concerning “sports” or “astronomy” or something else. And it easy to see that what the creators of those textbooks believe is that —- the English-language content of material is not as important as material and activities that generate a lot of motivation and participation in using and absorbing the language.
In short, the textbooks focus more on “the process” students use to engage the authentic language material than they do trying to input language “knowledge” into the student’s brain.
For example, I introduced trainees to the Oxford University Press ESOL materials series called: Bookworms:
I gave a handout with several pages to show how difficult or easy the starter or Level 6 books might be for your students back in Seoul.
The handout also included the back page that is in every one of the Bookworms books for every level:
The back page shows what parts of language each level focuses on – like the Starter level will use the present tense much more than other tenses and another level of the series will include material that use the passive voice in telling the story.
In other words, each level in the series is designed to familiarize students with certain parts of the language (grammar and so on) but in an inductive way. And they leave it up to the teacher to decide if they need to use supplemental material that more directly focuses on the parts of speech to go with the exposure they get through reading the Bookworms storybooks.
The purpose of learning foreign language is to use it. In that point authentic language can stimulate students to apply it to their real life.
Teachers should try to find real materials or information as much as possible to attract students interes especially for the low level. Once they get interest and confidence in their language, they can voluntarily study more.
I think authentic material is good for young students’ motivation to learn English. Especially the low level students can get easily bored with the text. If teachers use authentic materials for them, they can get interest in English class more.
I’m totally in favor of the previous comment. In language teaching, atthentic materials enable students to enhance their interest in the target language and their proficiency in it and to keep up with the current issues. Getting and using authentic materials must come into being not by money but through the dedicated efforts of teachers and students.
Authentic materials are used by native speaker teachers for actual communications. Students can learn language in the target culture and help students to get much information as they can.
1.Choosing & using authentic materials.
Constructing authentic articles. : Among some guidelines for choosing, interest to age group should be considered, I think. In a video clip, the teacher is using realia:Ordinary objects. Actually she used dolls, clothing or she can let students bring their favorite things from home and say about them. In my case, I like to use puppets that I can make quickly using paper bag, students like them very much.
2. Printed text:books, magazines, brochures, newspapers
In the vedio clip, students make an album about their own tourist guide and remains them at their school and the future students can continue them. It’s very impressive to me.
3. Images: photographs, maps, charts, drawings, posters, bulletin boards
In the vedio clip, there are so many useful works in the classroom. And we can experience Mr. Autry’s classroom decorations. But in Korea, we don’t have our own classroom. So I envy them very much.
4. Multimedia: radio programs, audio or vedio files, animation, form of documentary
Our Korean students like using internet. we should learn more technology about computer and modify them.
I agree with the comments above.
I’d add that, due to the spread of technology around the world, the Internet is a very good place to find material that might gain student interest and be useful for practicing English.
Many of the textbooks I’ve seen and used in the US for ESOL are “content-based” textbooks: Each unit and each individual lesson will focus on some topic that might interest most students:
For example, there might be a unit that uses texts and multimedia materials concerning “sports” or “astronomy” or something else. And it easy to see that what the creators of those textbooks believe is that —- the English-language content of material is not as important as material and activities that generate a lot of motivation and participation in using and absorbing the language.
In short, the textbooks focus more on “the process” students use to engage the authentic language material than they do trying to input language “knowledge” into the student’s brain.
For example, I introduced trainees to the Oxford University Press ESOL materials series called: Bookworms:
I gave a handout with several pages to show how difficult or easy the starter or Level 6 books might be for your students back in Seoul.
The handout also included the back page that is in every one of the Bookworms books for every level:
The back page shows what parts of language each level focuses on – like the Starter level will use the present tense much more than other tenses and another level of the series will include material that use the passive voice in telling the story.
In other words, each level in the series is designed to familiarize students with certain parts of the language (grammar and so on) but in an inductive way. And they leave it up to the teacher to decide if they need to use supplemental material that more directly focuses on the parts of speech to go with the exposure they get through reading the Bookworms storybooks.