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AUTHENTIC MATERIALS AS A MATTER OF EDUCATIONAL RESEARCH

CHAPTER 1

INTRODUCTION

This project deals with the study of the vocabulary learning process through the application of authentic materials in lessons with EFL young learners.The project seeks to explore the influence of developing authentic materials in the students’ learning process of English as a foreign language.

At this point, the focus of the problem we want to do research on is that there seems to be a lack of motivation of students, particualarily in English classes. Students are not interested in learning English due to the fact that they do not find it useful in ther daily lives. This project seeks to incentivate the learning process of foreign languages through using authentic materials that may motivate them and catch their attention more easily.

This paper will present the justification of our project and the instrutional design we followed in order to take it to place. It will also show all the literarture reviewed that helped us frame our interventions and our wonderings to overcome the project that is being presented along these lines.

RATIONALE

This project pretends to help students to approach the English subject in a natural way, providing an atmosphere of immersion and active participation. The idea is that students feel like they have an active role in the learning process and that what they are learning can be used in real-life situations. The role of materials for this project is very important, since that is the key for students to approach confidently to the English subject. All the materials to be carried out in this project will be designed, prepared and conducted by the teachers-researchers in order to examine the impact of those materials in the vocabulary learning of students who will take part of this study.

PROBLEM STATEMENT

To come to the statement of the problem it was necessary to establish a specific wondering, in this case it was authentic materials and students’ motivation. Then, we had to frame and inquiry which is how students will perceive and approach to the materials designed by teachers. After all this, the problem seemed to be that there is a lack of motivation and interest of students in learning English in a meaningful way.

So, we decided to implement a project based on the design and preparation of authentic materials that would help students feel motivated and interested in the English subject. Besides, we seek to create a natural learning environment so that students could feel actually inside the English class and could take part into the construction of the knowledge. Yet it was our concern to build up a language-immersion environment through these materials in orderto help students in their language learning process focusing on vocabulary learning, which is one of the core factors of our project.

RESEARCH QUESTIONS

·         What benefits do authentic materials produce on the vocabulary learning of EFL young learners?

·         How can comprehensible input be provided through the implementation of authentic materials in order to incentive the vocabulary learning of EFL young learners?

GENERAL OBJECTIVE

To produce a spontaneous vocabulary learning process through the implementation of authentic materials in the EFL classroom.

Specific Objectives

·         To pilot students’ comprehension of the new vocabulary during the lessons through the application of contextualized materials.

·         To establish comprehensible input by developing authentic materials in the EFL classroom.

·         To motivate students in their first years in the process of learning English as a foreign language through the implementation of authentic materials.

CHAPTER 2

LITERATURE REVIEW

We found interesting we could design material mixing all the things we have around us inside the classes. One clear example would be the Corpus Linguistic. It is the use of large, computerized bodies of text for linguistic analysis and description, and it has emerged in recent years as one of the most significant and rapidly-developing fields of activity in the study of language, due to technological advances. All aspects of the field are explored, from the various types of electronic corpora that are available to instructions on how to design and compile a corpus. It makes an emphasis on linguistic research, looking back to the pre-electronic age as well as to the massive growth of computer corpora in the electronic age. (Kennedy, G. 1998)

In this part, we could also include the Multimedia field as a whole, where students will be able to find easier and funnier ways to get close to another culture, not only by its language but also for its manners. The idea is to integrate culture to our classes, not only teaching grammar and Vocabulary for specific purposes (Basturkmen, 2004), but also taking into account previous students’ knowledge.

S. D. Krashen argued that language acquisition is caused by learners understanding input, which is slightly beyond their current stage of knowledge, by means of context and other extra-linguistic signs, while we should not try to provide input which specifically aims at the next stage, ‘comprehensible’ input is particularly beneficial. We believe it makes focus on meaning and context, but for making this concept complete, we should include aspects of grammar development in the learner and make students internalize the whole ideas, independent of context or meaning. We need to be sure of what input is relevant to what stage. For that reasons we will have to incorporate a detailed theory of language, to come up with a theory to identify precisely what aspects of input trigger development (Krashen, S. 1985)

Also Krashen in 1989, highlight the importance of the Five Hypotheses. This in order to comprehend how in order to explain how people can get to learn about a second language. The fist one is The Natural Order Hypothesis. It talks about how we acquire the rules of language in a predictable order. This means that we are supposed to learn some basic concepts first in order to acquire new knowledge later. The second one is the Acquisition or Learning Hypothesis. This one talks about the adults and how they have two distinctive ways of developing competences in second languages acquisition; the first one would be using language for real communication competences, that means in this case our normal routines and experiences and the second one would be just for knowing about language that would be for having the vocabulary, grammar instructors in order to express yourself in any situation. The third hypothesis is The Monitor Hypothesis. Krashen and Terrell in 1983, express it as conscious learning that can only be used as a Monitor or an editor. The fourth Hypothesis is The Input that would be when humans acquire language in only one way - by understanding messages from someone or by receiving them. This is called the comprehensible input. And the last one, is The Affective Filter Hypothesis. This would be explain as a mental block, caused by affective factors, could be from home, inside school or classroom, that prevents input from reaching the language acquisition device, and student is going to be in a silent period that will only be broke when student get through his/her difficulties.

As a saving measure, significant input of authentic materials that are attached to learners' levels and interests naturally increases their sensitivity to and competence in the target language. Once students are enthusiastic on authentic materials, which activate the process of natural language acquisition, effective EFL education can be appreciated. For maximum effectiveness, "a course program should the exposure of the learner to materials that contain a wild variety of linguistic elements and a succession of instructional content" (Carroll 1974:140-141).

The traditional programs always tended to avoid "communicative competence" development using the “memorizations of rules, learners hold oral guidance as the sole purpose for English learning”. Fossilization in the form of "phrase book English" (Nunan 1999:154). The new programs that show better their effectiveness focus on communication and meaningful learning:

Students process information in meaningful ways, take responsibility for their own learning, and become independent learners. (Shrum and Glisan 1994: 27)

In our project it is merely necessary to identify the advantages and uses of authentic materials in target language learning for the purpose of provide input that is going to be adapted and analyzed in a context to become comprehensive. As a matter of fact, the use of authentic materials in EFL education makes a raid into the dynamism of them will it experience the power of being energized and see the effect of genuine communicative competence. (Vigil, 1987:3) The use of authentic materials is also linked with "the natural communication task," defined in (Dulay, Burt, and Krashen 1982):

A natural communication task is one where the focus of the student is on communicating an idea or opinion to someone rather than on the language forms themselves. In such situations the speaker subconsciously uses the grammar rules acquired to convey the message.

That is why all the materials design for a language lesson must be contextualized with the nature of the curriculum, learners’ experiences and exposure to the foreign language and themes that provide comprehensible input and use of the target language. In that way teachers can design materials that comply with the learners’ and institution requirements. There is obviously a kind of school English which does not seem to exist outside the foreign language classroom. As a result, learners who leave their school surroundings very often find it hard to adapt to the English used by native speakers. (Mindt. 1996)

Materials should provide the opportunity of interaction. This is a very common need in all language teaching classes, so, yet it is an item that should be taken into consideration so that the materials used in the class can help students to use the target language among them. Fixed, EFL/ELT materials are involved in laying a base for English learning, but by no means ought to they be overestimated if the student has a cheerful goal to achieve near-native proficiency. Authentic materials, on the other hand, teem with stimulating and informative manners of communication that are conducive to interactive learning. In fact, this captivating quality is also essential in L1 acquisition, as depicted by Krashen (1989):

"English Language Environment." This endeavor is even more strategic in EFL learning, where no built-in day-to-day contact with the language is provided.

Also, the importance of developing the four language skills through the materials design it is absolutely necessary for teachers to achieve this in most of the classes, so that students can have a complete development of their abilities, so materials should let learners know what is actually what they know, how to use it and what to use it for. In "English Language Environment” the attempt to attach strategic plans in EFL learning, built-in day-to-day contact with the language is provided. (Kennedy, p. 284)

Materials should also give learners opportunities to integrate all the language skills and become competent at using extra-linguistic factors following some authenticity patterns that should establish an ingoing and outgoing process. In addition, materials should be linked to each other to guarantee the progression of language skills. We can affirm that materials should also focus on learners’ receptive and productive roles, so these aspects are also suitable to be considered for designing materials for class. The good results depend on the proper use and choose of authentic materials and its succession with the language, for example:

Among authentic materials, I prefer current popular ones, because they are superior in relevance to learners' lives here and now as well as in display of easy but realistic, ready-to-use language. These materials include best-selling essays/stories, TV news-magazines, talk shows, etc. One caution to be exercised, though, is that at the introductory stage the humor and way of thinking in these materials have to be universally appealing, because peculiar remarks/antics could cause frustration in less experienced learners. (Melvin, 1997)

The attractiveness, comprehensibleness and flexibleness of materials respectively should catch students’ attention and they must provide clear instructions in order to be versatile. As for specific contents, teachers need to "shop around" and make selections based on their own and their students' interests, because only interests can lead to a sustainable passion for this practice over the long haul. When learners truly enjoy authentic materials that are pegged to their levels and interests, they could be gradually "hypnotized into" the rhythm and pattern of the target language. Also, the role of teacher would be transformed into a "coach," providing doses of lexical and grammatical explanations when students encounter difficulties in these areas. Once the students are hooked on these authentic materials, the process of natural language acquisition begins to set in. (Mindt, 1996)

Finally, how to design materials that will guarantee the successful development of lessons and will help students to overcome with a meaningful learning process. Learning a second language can be exciting and productive or painful and useless. One's efforts can end in the acquisition of native-like fluency or a hesitant range of sentences soon forgotten. The difference often lies in how one goes about learning the new language and how a teacher goes about teaching it. To be successful, a learner need not have a special inborn talent for learning language. Learners and teachers simply need to "do it right." (Dulay, Burt, and Krashen, 1982: 3)

CHAPTER 3

TENTATIVE RESEARCH DESIGN

This research might be conducted into a mixed methods approach, putting together a descriptive research method and gathering data through classroom activities, surveys and questionnaires that may allow us to analyze the results of the impact of implementing the authentic materials in every lesson.

It is a descriptive method research, because is trying to describe what the impact of using authentic materials in young learners of English as a foreign language is. Hence, the best instruments to collect data may be classroom activities, surveys and questionnaires that may provide us a more organized set of sources to categorize the information found.

 Also, it would be necessary to take a look at the production of students during the implementation of the project to determine what the influence of the materials used to motivate the learning process of students was.

RESEARCH QUESTIONS

·         What benefits do authentic materials produce on the vocabulary learning of EFL young learners?

·         How can comprehensible input be provided through the implementation of authentic materials in order to incentive the vocabulary learning of EFL young learners?

GENERAL OBJECTIVE

To produce a spontaneous vocabulary learning process through the implementation of authentic materials in the EFL classroom.

Specific Objectives

·         To pilot students’ comprehension of the new vocabulary during the lessons through the application of contextualized materials.

·         To establish comprehensible input by developing authentic materials in the EFL classroom.

To motivate students in their first years in the process of learning English as a foreign language through the implementation of authentic materials.

TYPE OF STUDY

This project will be worked out through a case study which is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, which in this case in the implementation of authentic materials in the vocabulary learning process of young learners. Hence, it is an ideal opportunity to clarify that it is part of our purposes on this project to convey the results and the techniques to a real-life scenario in which both students and teachers can have an active participation.

According to this, this project serves as an intensive investigation of a single situation as it is the implementation of authentic materials in the EFL classrooms which will help us identify and describe the phenomena of the vocabulary learning in young learners. Yet, that is why it will be focused on students’ perceptions of this educational phenomenon carried out by a large set of interviews and samples that may show us the evolution of both the project and the students’ learning process.

CONTEXT

This project is being carried out at a public school in the western zone of Bogotá D.C. with economic strata 3 and with students of 5^th grade in 3 different groups. These students have not been started in a language matter course.

PARTICIPANTS

This research will be conducted with students of 5^th grade in 3 different groups separated in different classrooms. Yet, we are selecting the population we are going to work with according to the requirement of the research itself.

DATA COLLECTION – INSTRUMENTS

Data will be gathered through the implementation of special classroom activities that will be measured according to the samples of the language shown by students and their potential improvement. In addition, surveys and questionnaires will also be applied in order to analyze the results of the impact of implementing the authentic materials in every lesson.

REFERENCES

Carroll, J. (1974). "Learning theory for the Classroom Teacher." In G. Jarvis (Ed.), The Challenge of Communication (ACTFL Review of Foreign Language Education, Vol. 6).(pp.329-351). Skokie, IL: National Textbooks.

Kennedy, G. (1998). An Introduction to Corpus Linguistics. London & New York: Longman.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London & New York: Longman.

Krashen, S. (1989). Language Acquisition and Language Education. New York: Prentice Hall.

Krashen, S., & Terrell, T. K(1983). The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press.

Melvin, B. Stout, D. (1997). Motivating Language Learners through authentic materials.  Cambridge University Press.

Mindt, D. (1996). "English Corpus Linguistics and the Foreign Language Teaching Syllabus." In J. Thomas & M. Short (Eds.), Using Corpora for Language Research (pp. 232-247). London & New York: Longman.

Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle. Shrum, J. & Glisan, E. (1994). Teacher's Handbook: Contextualized Language instruction.