Relevant bibliographies by topics / Authentic materials

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Authentic materials'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Authentic materials"

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Reinhardt, Jonathon. "Authentic Materials." IALLT Journal of Language Learning Technologies 33, no. 2 (October 15, 2001): 71–74. http://dx.doi.org/10.17161/iallt.v33i2.8337.

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Shaughnessy, Michael. "Authentic Materials." IALLT Journal of Language Learning Technologies 36, no. 2 (October 15, 2004): 59–63. http://dx.doi.org/10.17161/iallt.v36i2.8413.

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Shaughnessy, Michael. "Authentic Materials." IALLT Journal of Language Learning Technologies 37, no. 1 (April 15, 2005): 73–78. http://dx.doi.org/10.17161/iallt.v37i1.8430.

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Olimovna, Maksudova Gulnoz. "Selecting Authentic Materials In Teaching English." American Journal of Interdisciplinary Innovations and Research 02, no. 04 (April 27, 2020): 13–16. http://dx.doi.org/10.37547/tajiir/volume02issue04-04.

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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.
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Kodirova, Shakherizode S. "USING AUTHENTIC MATERIALS IN ELT IN THE PROCESS OF CONTINUOUS EDUCATION." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 71–74. http://dx.doi.org/10.37547/philological-crjps-02-12-15.

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The present article considers the peculiarities of using authentic materials in teaching English. Additionally, given the advantages and disadvantages of using authentic materials in FLT. Reasons to opt for real-world materials rather than classroom ones are analyzed deeply. Being able to use English outside the classroom, using real-world materials is important. It gives students the opportunity to know how English is in the real world. In this study, the positive effects of using authentic materials to enhance students' communicative competence are scientifically proved.
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Kirana, Dhinuk Puspita. "AUTHENTIC MATERIALS IN EFL CLASSROOMS." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 12, no. 2 (January 25, 2016): 353. http://dx.doi.org/10.21154/cendekia.v12i2.233.

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Abstrak; Banyak guru bahasa yang akhir-akhir ini membahas tentang pentingnya penggunaan materi otentik dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language-EFL). Pendapat persuasif para ahli Pengajaran Bahasa Inggris sebagai Bahasa Asing juga bersikeras bahwa bahasa Inggris yang ditampilkan di dalam kelas EFL seharusnya materi otentik agar siswa benar-benar masuk dalam penggunaan bahasa Inggris di kehidupan nyata. Secara umum, sebagian besar guru-guru EFL setuju bahwa materi otentik bermanfaat dalam proses belajar mengajar, terutama bagi siswa. Yang sangat penting tentang penggunaan materi otentik dalam kelas EFL adalah tentang kapan materi tersebut diperkenalkan kepada siswa dan bagaimana menggunakannya. Artikel ini menyajikan definisi dari materi otentik, kemudian diikuti dengan eksplorasi keunggulan dan kelemahan dalam pelaksanaannya di kelas EFL. Kemudian beberapa pertimbangan tentang penggunaan materi otentik di kelas EFL juga dibahas. Yang terakhir adalah beberapa contoh tugas dan kegiatan kelas yang menggunakan materi otentik ditampilkan sebagai contoh penerapannya secara praktis di kelas EFL. الإنجليزية الدراسية الفصول في أصلية مواد استخدام أهمية على مؤخرا ناقش الذي اللغة معلمي من العديد تدريس خبراء من مقنعة الرأي أجنبية. أصر كلغة الإنجليزية اللغة ،أجنبية كلغة ةيزيلنجلإا أجنبية كلغة أصلية EFL مواد الدراسية الفصول في عرضها يتم الإنجليزية اللغة أن أيضا أجنبية كلغة الإنجليزية اللغة ةيبلاغ نإف ،عام بشكل .الحقيقية الحياة في الإنجليزية اللغة استخدام في حقا الحصول الطلاب أن يفترض على جدا مهم أمر وهو .للطلاب ةصاخو ،التعلم عملية في مفيدة أصلية مواد أن على EFL تتفق المعلمين ةيفيكو للطلاب المواد إدخال يتم عندما EFL حوالي الدراسية الفصول في الحجية ذات مواد استخدام الفصول في التنفيذ في والضعف القوة نقاط استكشاف اهيلت ،الأصيلة المواد تعريف المقالة هذه تقدم .اهمادختسا كلغة الإنجليزية اللغة فصول في أصلية مواد استخدام حول الاعتبارات بعض أيضا تناقش EFL. ثم الدراسية كمثال أصلية مواد تستخدم التي ةيفصلا تاطاشنلاو المهام من الأمثلة بعض ويرد هي الأخيرة أجنبية. هذه.EFL الدراسية الفصول في العملي التطبيق على
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Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience. 本論は、グレーデッドリーダーを正規の教材の代替として利用する多読（ER）プログラムの導入に関するアクションリサーチプロジェクトについて説明する。 これは、前学期に学生のERへの関与が少なかったことに対応して行われたものである。大学 2年生 21人を対象に、インストラクターを通じて正規の教材が紹介され、次にレベルに適した興味のある教材を自己選択する方法が示された。 学生からのフィードバックによると、当該課題は学生の関与を改善し、最終的に有意義な学習体験を提供したことを示唆している。
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Garayeva, Leyla. "Authentic materials and their usage forms." Scientific Bulletin 2 (2020): 124–27. http://dx.doi.org/10.54414/aelm7691.

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Authentic materials are real materials. They are intended for native speakers not for teaching and learning process. Language teaching and learning can not be as effective as desired without authentic materials. Therefore, usage of authentic materials in language teaching and learning should be in the centre of attention.
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Marpaung, Marlin Steffi, and Hardi Jhon Pinondang Situmeang. "Enhancing Students’ Vocabulary through Authentic Materials and Multimedia." Acuity: Journal of English Language Pedagogy, Literature and Culture 5, no. 2 (June 15, 2020): 1–16. http://dx.doi.org/10.35974/acuity.v5i2.2247.

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Vocabulary is the fundamental aspect in learning English. Without adequate vocabulary learners find it difficult to communicate, express ideas or opinion, comprehend simple text, and listen to instruction. Authentic materials refers to pictures, photographs, video selection and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students’ responses toward the use of authentic materials and multimedia? The study was quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students where they are divided into two groups, the first group were taught using authentic materials through multimedia and the second group were taught using authentic materials. The instruments used in this study were vocabulary test and questionnaire. The result of this study showed that both groups has enhanced the vocabulary ability with the mean score of pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through multimedia group was better than the authentic materials group. The students’ responses toward the use of authentic materials through multimedia were 80% positive and only 3,3% positive response towards the use of authentic materials. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students’ vocabulary knowledge. Furthermore, suggestion for the English teachers, it is recommended to use authentic materials through multimedia to teach and enhance students’ vocabulary knowledge. It is very effective technique to be applied at the classroom and to make the students engage on the teaching and learning process. Meanwhile, teachers need to prepare the material needed ahead since it is time consuming and ensure the school has provided enough facility especially computers, projector and internet access to support the learning process.
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Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.

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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.
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Dissertations / Theses on the topic "Authentic materials"

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Edrenius, Roger. "Authentic Materials in Listening Lessons: : A Study of Swedish Upper-Secondary English Teachers' Attitudes toward Authentic Materials in Listening Lessons." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65489.

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This study examines Swedish upper-secondary English teachers’ attitudes toward authentic materials in listening lessons in order to shed light on whether or not teachers implement authentic material in their listening lessons and if so, the reasons teachers give for including authentic material. The reason for conducting this research is that teachers might rely too extensively on simplified, graded and/or scripted purpose-written materials (i.e. textbooks) in their listening lessons. Since the listening material commonly found in purpose-written materials is different from the language in the “real world”, these materials might do a less than adequate job at preparing learners for conversations and interactions in the “real world” outside the language-learning classroom.Data were gathered through a researcher-developed questionnaire followed by interviews with two practicing teachers of English. The findings reveal that all of the participating teachers in this study (n=10) use authentic material in their listening lessons and that the primary reasons for including it are that teachers find authentic material more interesting and because teachers believe that authentic material can be better aligned with students’ interests, societal lives and future working lives. In addition, teachers reading this essay can increase their awareness of and reflect on why and how they themselves implement authentic materials in listening lessons, which in turn can assist teachers in aligning their teaching and their material choices with the subject syllabus for English better than they could without using authentic materials.
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Israelsson, Johan. "Teachers' attitudes to teaching aids and authentic materials." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32028.

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The aim of this thesis is to elucidate how English teachers in Sweden choose what materials to use in the classroom and how they benefit students. In order to accomplish this, I studied a variety of theories that deal with the subject of using traditional teaching aids versus authentic materials. Four interviews with English teachers of different backgrounds and experiences were conducted. I analysed the results of the interviews in conjunction with the theories. My conclusion is that teachers use different materials based on a combination of experiences and preferences. However, due to the limited number of interviewees in this study, it is not possible to draw any general conclusions. Nevertheless, it seems probable that new and inexperienced teachers seek comfort in traditional teaching aids such as textbooks and accessories, while experienced teachers lean towards incorporating authentic materials in their teaching to a larger extent. The experienced interviewees feel that authentic materials enable students to learn in an environment where they forget that they are actually ‘learning’. Instead, English becomes the natural means of communication. However, most interviewees agreed that time constraints sometimes make it difficult to incorporate authentic materials in the classroom. It is my own conclusion that authentic materials provide teachers with a never-ending source of inspiration that has the potential to revitalize and even reinvent the profession.
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Peacock, Matthew. "The motivation of adult EFL learners with authentic materials and artificial materials." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307861.

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Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.

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Long, Cory J. "Authentic materials an educator's guide to their use in the language classroom /." [Muncie, Ind.] : Ball State University, 2009. http://cardinalscholar.bsu.edu/451.

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Demircan, Hacer. "A Study On The Impact Of Authentic Materials On Efl Students&amp." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605501/index.pdf.

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The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instruments
tests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&
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and teachers&
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opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.
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Kwok, Yeung Kwai-ming Hily, and 郭楊桂明. "A study of the adaptation of authentic materials for civil service English courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956464.

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Kwok, Yeung Kwai-ming Hily. "A study of the adaptation of authentic materials for civil service English courses." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553872.

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Gilmore, Alexander. "Getting real in the language classroom : developing Japanese students' communicative competence with authentic materials." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11928/.

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The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopragmatic, strategic and discourse competences). Ninety-two 2nd year English major students, of similar proficiency levels, were assigned to either a control or experimental group for the period of the trial. The control group received input from two textbooks commonly used in Japanese universities, while the experimental group received input from authentic materials (films, documentaries, ‘reality shows’, TV comedies, web-based sources, home-produced video of native speakers, songs, novels and newspaper articles), designed to allow students to ‘notice’ features of the discourse which could help them develop some aspect of their communicative competence. The hypothesis was tested with a batch of eight pre/postcourse measures, designed to tap into different aspects of learners’ communicative competence or language skills: a) Listening; b) Pronunciation; c) ‘C’-Test; d) Grammar; e) Vocabulary; f) Discourse completion task (DCT); g) IELTS oral interview; h) Student-student role-play. These were supported with qualitative results from learners’ diaries, case-study interviews with subjects from both groups and transcripts of classroom interaction. Univariate analysis of the pre/post-course tests, using ANCOVA, indicated statistically significant differences between the two treatment groups, with the experimental group out-performing the control group in five of the eight communicative competence measures. The qualitative results of the trial helped to account for these differences in performance, suggesting that the authentic materials, and their associated tasks, allowed learners to notice a wider range of discourse features than those generally available in textbook input. They also indicated a clear preference in the experimental group for authentic materials over textbooks, suggesting that learners found them more interesting, varied and challenging, and better able to meet their perceived future language needs. Finally, the qualitative results demonstrated that, for learners, social goals often override instructional goals in the classroom, suggesting that classroom-based research benefits from both an emic and etic perspective in order to fully account for results.
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Ngai, Ki-yan Carolyn, and 魏祈恩. "A study of student perception of authentic materials and its relationship with language proficiency." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056326.

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Books on the topic "Authentic materials"

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Larimer, Ruth E. New ways in using authentic materials in the classroom. Edited by Larimer Ruth E, Schleicher Leigh, and DaCosta Maria H. Alexandria, VA: Teachers of English to Speakers of Other Languages, 1999.

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John, Green. Accent on Australia: Authentic materials for listening comprehension and discussion. Sydney: Pergamon Press, 1985.

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Dollar, Charles M. Authentic electronic records: Strategies for long-term access. Chicago, Ill: Cohasset Associates, 1999.

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Cheng, Hsing-Fu. Adapting authentic reading materials to raise students' learning motivation: A classroom-based research. [S.l: The Author], 2003.

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Lewe, Glenda R. Step into the world of workplace learning: A collection of authentic workplace materials. Australia: Nelson Thomson Learning, 2001.

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Cranton, Patricia. Becoming an authentic teacher in higher education. Malabar, Fla: Krieger Pub. Co., 2001.

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Lupson, J. P. Direct from Germany: Authentic materials for reading and conversation for advanced-beginning and intermediate students. Lincolnwood, IL: National Textbook Co., 1991.

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Little, David. Authentic materials andthe role of fixed support in language teaching: Towards a manual for language learners. Dublin: Trinity College Dublin, Centre for Language and Communication Studies, 1988.

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1955-, Gwynn Kate, ed. Classic paints and faux finishes: How to use natural materials and authentic techniques in today's decorating. Pleasantville, N.Y: Reader's Digest Association, 1993.

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Little, D. G. Authentic materials and the role of fixed support in language teaching: towards a manual for language learners. [Dublin]: Trinity College Dublin, Centre for Language and Communication Studies, 1988.

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Book chapters on the topic "Authentic materials"

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Zhang, Lingfen. "Contemporary TV drama as authentic materials." In Teaching Chinese by Culture and TV Drama, 58–104. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003134107-4.

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Chou, Jason Tien. "Use of Authentic Materials in Law School." In English as a Medium of Instruction in Higher Education, 131–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4645-2_8.

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Bucur, Voichita. "Dendrochronology and Wood Resources for Authentic, Historical Period Musical Instruments." In Handbook of Materials for String Musical Instruments, 639–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32080-9_14.

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Jernigan, Christine. "Authentic Learning and Student Motivation: Building Instructor and Student Confidence through Genuine Interaction and Authentic Classroom Materials." In Educational Linguistics, 281–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40956-6_19.

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Takahashi, Kazuko. "Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan." In Literature and Language Learning in the EFL Classroom, 26–40. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_3.

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Fog, Klaus, Christian Budtz, Philip Munch, and Stephen Blanchette. "Authentic Raw Material for Storytelling." In Storytelling, 103–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-88349-4_5.

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Li, Jingmin. "Authentic Material Research in English Reading Education." In Lecture Notes in Electrical Engineering, 677–83. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_86.

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Christensen, Thorkild, Jørli W. Hansen, John Pedersen, Henrik Dalbøge, Søren Carlsen, Ejner B. Jensen, Karin D. Jørgensen, et al. "Biosynthetic Human Growth Hormone Identical to Authentic Material." In Delivery Systems for Peptide Drugs, 305–15. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4757-9960-6_27.

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Batzli, Janet M., Michelle A. Harris, Dennis Lee, and Heidi A. Horn. "Feedback and Discourse as a Critical Skill for the Development of Experimentation Competencies." In Trends in Teaching Experimentation in the Life Sciences, 243–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98592-9_12.

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AbstractDeveloping experimentation competencies is enhanced through scientific discourse and feedback. Students who are able to give and receive feedback through authentic scientific discourse are better able to reason about their science, identify questions, to value collaboration, construct knowledge, and to gain intellectual confidence as practicing scientists. Although the ACE-Bio Competencies were not the driver for our work, they were an important lens and affirmation of our curriculum where students learn to reason scientifically and do biological experimentation through scientific discourse and feedback. In this chapter we discuss the value of feedback, how we scaffold opportunities to practice giving and receiving feedback into a multi-week experimentation curriculum, and some practical implementation strategies with particular focus on the influence of a feedback-rich curriculum for students’ achievement of experimentation competencies. We provide examples, evidence, and instructional materials that support student learning through feedback and discourse. We articulate implications that would be relevant to junior faculty new to teaching experimentation as well as long-time practitioners. Finally, we outline affordances and persistent challenges to this type of teaching and learning, especially important when making decisions with limited resources.
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Bekerman, Zvi, and Michalinos Zembylas. "The Self (Intensive Adjective or Being) Authentic, Hiding or Material?" In Psychologized Language in Education, 51–55. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_6.

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Conference papers on the topic "Authentic materials"

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Dania, Rahma, and Annisha Dyuli Adha. "Students’ Strategies in Reading Online Authentic Materials." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.028.

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Bogdanova, Nadezhda. "Work With Authentic Materials In Tandem Language Learning." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.51.

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Ekawati, Dian, and Fazri Nur Yusuf. "Authentic Materials in Fostering EFL Students Listening Comprehension." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.188.

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Ekawati, Dian, and Fazri Nur Yusuf. "Authentic Materials in Fostering EFL Students Listening Comprehension." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.295.

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Ekawati, Dian, and Fazri Nur Yusuf. "Authentic Materials in Fostering EFL Students Listening Comprehension." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.81.

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Coppens, Julian, Mercedes Rico, and J. Enrique Agudo. "Blogs: Learning Through Using and Reusing Authentic Materials." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000027.

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Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.

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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.
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Fei Lang, Guang-Lu Sun, and Yuewu Shen. "Text categorization in selecting authentic materials on tertiary level." In 2011 6th International Forum on Strategic Technology (IFOST 2011). IEEE, 2011. http://dx.doi.org/10.1109/ifost.2011.6021135.

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Gazizova, Liliia. "TEACHING GRAMMAR WITH AUTHENTIC MATERIALS IN SPANISH LANGUAGE CLASSROOM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0539.

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Kurchatkina, Galina Pavlovna. "Use of authentic materials in teaching professional foreign language." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-421214.

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Reports on the topic "Authentic materials"

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Alfonso Vargas, Jasmín, and Ximena Romero Molina. Authentic Video Materials, a Tool for Vocabulary Learning and Global Citizenship Skills Reflection. Institucion Universitaria Colombo Americana, June 2019. http://dx.doi.org/10.26817/paper.06.

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Podoprelov, Pavel, Nikolay Knapp, Khomidzhon Muratov, Dmitry Kolmykov, Roman Ledenev, and Pavel Skorodumov. TU-22M SOVIET LONG-RANGE SUPERSONIC MISSILE-BOMBER. Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/gorbachev.0414.15042021.

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THE ELECTRONIC TEXTBOOK IS INTENDED FOR THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE ON THE BASIS OF EDUCATIONAL TEXTS USING AUTHENTIC AUDIO MATERIALS ON THE MILITARY SPECIALTY, IMPROVING THE SKILLS OF CONDUCTING CONVERSATIONS ON PROFESSIONALLY-ORIENTED TOPICS. THE ELECTRONIC TEXTBOOK CONTRIBUTES TO THE REPETITION AND SYSTEMATIZATION OF THE STUDIED LEXICAL AND GRAMMATICAL MATERIAL, THE FORMATION OF CADETS ' BASIC SKILLS OF WORKING WITH TEXTS OF THE MILITARY SPECIALTY, AS WELL AS SPEAKING SKILLS BASED ON THE INTRODUCED LEXICAL MATERIAL.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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IL-76 SOVIET AND RUSSIAN HEAVY MILITARY TRANSPORT AIRCRAFT, DEVELOPED IN THE ILYUSHIN DESIGN BUREAU UNDER THE PROJECT AND UNDER THE LEADERSHIP OF ACADEMICIAN G. V. NOVOZHILOV. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0438.18052021.

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The electronic textbook is intended for the development of communicative competence based on educational texts using authentic audio materials on the military specialty, improving the skills of conducting conversations on professionally-oriented topics. The electronic textbook contributes to the repetition and systematization of the studied lexical and grammatical material, the formation of cadets ' basic skills of working with texts of the military specialty, as well as speaking skills based on the introduced lexical material.
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The Su-25 is a Soviet attack aircraft. Electronic equipment of the aircraft. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0437.18052021.

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The electronic textbook is intended for the development of communicative competence based on educational texts using authentic audio materials on the military specialty, improving the skills of conducting conversations on professionally-oriented topics. The electronic textbook contributes to the repetition and systematization of the studied lexical and grammatical material, the formation of cadets ' basic skills of working with texts of the military specialty, as well as speaking skills based on the introduced lexical material.
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