Post on 15-Nov-2014
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USING AND ADAPTING AUTHENTIC MATERIALS TO HELP MOTIVATE STUDENTS
Richard Pinnerrpinner@sophia.ac.jp
Overview
Aims
To look at, observe and demonstrate tasks which utilise authentic materials.
Participants will adapt materials and design their own tasks.
OVERVIEW & DEFINITION OF AUTHENTICITY
Research background and issues
What is authenticity?
Fake
Gilmore (2007) 8 ‘inter-related’ definitions
1. “the language produced by native speakers for native speakers in a particular language community
2. the language produced by a real speaker/writer for a real audience, conveying a real message
3. the qualities bestowed on a text by the receiver, in that it is not seen as something inherent in a text itself, but is imparted on it by the reader/listener)
4. the interaction between students and teachers and is a ‘personal process of engagement’
5. the types of task chosen 6. the social situation of the classroom 7. assessment 8. culture, and the ability to behave or think like a target language group in order
to be recognized and validated by them”From Gilmore (2007: 98)
What is authenticity?
Native
Real
Self
Classroom
Task
Social
Assessment
Culture
The Authenticity Continuum
Useful Definition
Authentic materials are ‘designed not to transmit declarative knowledge about the target language but rather to provide an
experience of the language in use.’
(Tomlinson & Masuhara, 2010: 400)
“
Domains of Authenticity
authentic
Authentic Tasks– Example A: The teacher brings an English language newspaper to class and
has students read the text and underline every instance of the present perfect aspect or passive tense, and then ask them to copy them all out into their notebooks.
– Example B: The teacher uses an ‘inauthentic’ text from a published course book which was contrived specifically to practise reported speech and then discuss other ways in which the speakers from the text could have said the same thing using different language.
– Example C: The teacher asks students to use the internet to research about their favourite celebrity or hero and then create a short presentation in English to the rest of the class about that person.
• Unlike Texts, Authentic Tasks can come from any source.
Do you agree with this equation?
Authenticity
Motivation
What is Autonomy?
[Autonomy is] the ability to take charge of one’s own learning.
Holec (1979: 3)
“
Show of hands
Which do you find more motivating – materials from a course book or materials you have selected or created yourself?
The relationship between student and teacher motivation can be either positively or negatively
synergistic.
Deci et al (1997: 68)
“
Teacher
Motivation
Student
Motivation
Teacher
Motivation
Student
Motivation
What is Motivation?• Basically it’s why people do things.• For language learning it is often cited as the
reason students are successful (or not).• One of the main factors contributing to
motivation has been repeatedly shown to be…..• ….the teacher. (Dörnyei & Csizér, 1998 ; Chambers, 1999)
Extrinsic
Intrinsic
Intrinsic Extrinsic
Self-Determination TheoryDeci & Ryan (1985)
Integrative
Instrumental
People are more self-determined if..
Autonomy
Competence
Relatedness
Relatedness Relevance Authenticity
There is a strong theoretical link
Authenticity
Motivation
What is Authenticity?
Authenticity
• Texts• Tasks
PART 2 - METHODOLOGYA Theoretical Framework for adapting authentic materials
Authenticity
What are Authentic Texts?• Does authenticity come only
from native or L1 speakers of English?
• Can something be authentic if it was produced by learners rather than native speakers?
• If English is the world’s second language, what are authentic examples of English?
British and American
Indian
Singaporean
Korean
Geordie
Which English is More Authentic?
Native speakers may feel the language 'belongs' to them, but it will be those who speak English as a second or foreign language who will determine its world future.
David Graddol, The Future of English 1997
“
Kachru (1985)
Inner circleOuter circleExpanding circle
Graddol’s (1997) Three Circles of English Overlapping
Is World English Authentic?• What variety of English do you hope to teach
your learners?
Washback• How do exams affect your decision of what to
teach in class?• Is there any way for you to combine
authenticity and still prepare your students for their assessments?
Cheng & Watanabe (2004)
Authentic texts?
Are authentic materials too confusing?
What can you do to help
students deal with authentic
texts?
Dealing with difficulty• Get them used to authentic materials• Coping Strategies– Panacea Method
Nanotechnology is not a for the problems faced by modern medicine, but it can help overcome some of the difficulties.
panacea
ProblemsDifficulties
≠SolutionsAnswersCure
solution
Considerations for choosing
materials
Context of LearnersChoosing appropriate materials – what factors should you consider?
– Age – Language difficulty (Flesch-Kinkaid)– Engagement / relevance– Sensitive issues
Adapting Materials
Comprehension Form Focused (vocabulary and grammar). This should be dealt with in as interactive a way as possible – eg. Students could simply match up the numbers 1 -6 with a – e or they could check the words in a dictionary and teach them to their partners.
Engagement Once the main ideas of the materials are clear and students have been given time to prepare and understand, have them interact in a personal (authentic) way with the text/material. Eg. Asking opinions, debating, responding etc.
Reflection The students should be given a chance to reflect on the skills/language that they have used and the purpose this has in their own learning. In other words, Autonomy training.
Mishan’s (2005) 3 Cs
Culture
Currency
Challenge
Culture
Currency
Challenge
PART 3 - RESOURCESTraditional ‘Textual’ Authentic Materials
Evaluation
• Age of your learners• Language ability vs. difficulty of text• Engagement / relevance• Sensitive issues / appropriateness
Adaptation• Comprehension• Engagement• Reflection
Task: Adapting Authentic Texts
Form small groups
You will be given an authentic text to use
Discuss the merits of this text in groups
Plan a lesson which you think would be suitable for this text
Try to create some comprehension questions, discussion points and
communicative tasks
Explain your lesson plan to the class
Samples• Guardian Lessons• Weather Lesson• Film Lesson• Blockbusters
PART 4 – MULTIMEDIA MATERIALSUsing technology to expand communicative horizons
What are Multimedia Materials• Have you ever used them in class?• Are these more motivating for students?
Why?• Advantages and Disadvantages• What limitations are there? (facilities, time,
money)
Some Examples• D-Volver• Google Maps• Podcasts• WebQuests• Video Lessons• Online Exchange Programs• Remote Access Field Trip (RAFT)
My student’s Video Project
Discussion• What are some of the possible constraints of
using these resources?• Are you a technophile or a technophobe?• Can you see any advantages/disadvantages to
using technology in class?
Other ideas• Blended Learning• Moodle and Virtual Learning Environments• Webinars and Open Access Video Lectures
(Harvard etc)• Create your own media/lesson share club at
school. • Teacher training videos.com
Webquests
• Download• Make your own
Summary• You can download the slides and additional
resources atwww.uniliterate.com
• Please email me!rpinner@sophia.ac.jp
• Please also checkout www.cliljapan.org
KEEP
IT R
EAL
PART 5 - ASSESSMENTAdapting your own materials
Instructions• Time: 60 minutes• Sections: 2
• Part One: 45 MinutesThe first part is a short essay about how you see your relationship to authenticity.
• Part Two: 15 MinutesThe second part of the assessment is a short questionnaire about your attitudes to authenticity. This part is optional.
All materials must be submitted at the end, you will not be able to make a copy of this assessment.
Further• A resource for CLIL
in Japan www.cliljapan.org
• You can download the slides and additional resources at www.uniliterate.com
• Please email me!rpinner@sophia.ac.jp
Thanks for your attention!See you later, alligator.