Authentic Texts for Language Learning

Authentic Texts for Language Learning

1. Pedagogical arguments for the use of authentic texts for language learning

   • There are 3 keywords encapsulating the advantages of authentic texts over purpose-written ones and which constitute the central pedagogical rationale for using authentic texts in language learning. These keywords are:
     • Culture
       • This keyword contains the great importance of that the texts used to learn languages are to truthfully represent the culture of the target language, they must be ones that are products both of and for that culture, that is to say, authentic texts.
         • Some problems
           • English as an international language
             • English is spoken worldwide in many diverse first or native language and second language cultures which inevitably embody many different sets of values, customs and life experiences. This is an example of the cultural problems that the ELT coursebook runs up against.
           • Culture and the Englisg Language Teaching coursebook
             • Such aspects as teacher-learner relationships, classroom practices, learning styles, degree of learner autonomy and so on, all vary between cultures. If the native learning culture is ignored and unsuitable teaching models enforced, this can be confusing, traumatic and unproductive to learning.
       • Why?
         • Make comparisons and contrasts between cultures is a useful exercise in itself or as a starting point for deeper explorations into them. It can also broaden understanding and improve the learner’s ability to communicate with native speakers of his/her target language culture.
           • These authentic texts help the learner build a sort of ‘cultural framework’ for the language. Which incorporate a cultural element: the concept of schema.
             • Schema theory
               • Schemas are culture-specific, these are concepts formed within an individual’s mind influenced by his/her own cultural background and through his/her personal experience.
               • Groups of concepts which constitute generic knowledge about events, scenarios, actions, or objects that has been acquired from past experience.
               • Individual’s notional representation of social/behavioural norms and phenomena which s/he has constructed during the process of acculturation into his/her own culture.
       • How?
         • Through authentic texts which ‘contain’ the culture. Exposure to target culture films, television programmes, newspaper/magazine articles, literature and so on, gives learners the opportunity to observe target culture customs, behaviours and interactions, and thence to infer underlying values and attitudes.
     • Challenge
       • Materials such as authentic texts offer a challenge to language learners, and give them the opportunity to rise to it, to take calculated risks, thereby boosting affective factors essential to learning, confidence, selfesteem and motivation.
         • ‘Grade the task not the text’
           • Making the task appropriate to the text. This is the basis of the concept of task authenticity where it is suggested that tasks should coincide with the communicative purpose of the text, and be a ‘rehearsal’ or ‘approximation’ of tasks performed with the text in real life.
             • The ‘naturally graded’ authentic text
               • Using other media types usefull for teaching laguage in all learner proficiency levels, like certain songs, advertisements, TV programmes, films, Internet discourse, poetry and novels.
       • Why?
         • Challenge as a important impetus for learning, one that correlates with affective factors of appeal and potential for engagement. Coursebook texts must be tuned to the proficiency level of the learners and to their interests, needs personal and cultural contexts.
       • How?
         • Texts must be made accessible to learners not by simplifying these, but by adjusting the demands of the task involving them. Challenge is not only a factor of the input text, however, but of the task required of the learners.
     • Currency
       • The term currency has been expanded to encompass topicality, the advantages that stem from this, especially relevance and interest to the learner. Wich are interdependent to some extent, in the context of authentic texts that might be engaging and motivating to any given individual group of learners.
         • Currency and language
           • In addition to using up-to-date topics, the language used in the texts should also be presented in a more up-to-date manner, especially with the use of a colloquial language that will later allow students the ability to use their English in a context native.
         • Text-driven syllabus
           • The text-driven syllabus must be drawn up by the learners on an individual basis, with the teacher schematising a master-syllabus for his/her own records based on the ‘discoveries’ of the learners.
       • Why?
         • Using authentic texts which will provide incentives to communication is an important motivating factor, if this text is selected on the basis of its relevance to, and immediacy for the learner group, can spur intrinsic motivation and ‘natural curiosity and interest’ which ‘energizes’ the students’ learning.
       • How?
         • Knowing the cultural and age profile of his/her audience and their interests, teacher can include controversial osubjects for English Language Teaching books such, sex, drugs, religion, death, war, violence, politics, poverty, relationships and alcohol, in order to meet the interests and motivation of learner group.

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