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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&." 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 instrumentstests, 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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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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Kiefer, Marvin R. "An ESP Reading Course: Methods and Materials." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1708.
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Thesis (M.A.)--Indiana University, 2008.Title from screen (viewed on August 27, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Aye Nu E. Duerksen, Honnor Orlando. Includes vita. Includes bibliographical references (leaves 68-70).
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Thanajaro, Metinee. "Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26336.
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Listening, the most frequently used form of language skill, plays a significant role in daily communication and educational process. In spite of its importance, listening ability development has received only slight emphasis in language instruction. Nevertheless, U.S. college classrooms, where comprehensive listening serves as a primary channel for learning, require that students function effectively as listeners. It is therefore important for ESL programs to prepare students for successful listening in academic lectures by implementing authentic listening materials in the ESL classes.
The fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability in students of English as a second language. The secondary purposes of the study were to identify the learning strategies used by ESL students experiencing authentic listening texts and to determine the influences of authentic materials on ESL students' attitudes towards learning English. ESL students attending the High Intermediate Academic Listening and Vocabulary Development class at a language training center participated in this study. The sources of data for this descriptive study included interviews, questionnaires, and class observation.
Analysis of the interviews and the self-evaluation questionnaire revealed that the use of authentic materials in this ESL classroom helped increase students' comfort level and their self-confidence to listen to the target language. Analysis of the class observation and the learning strategy questionnaire revealed that ESL students usually paid attention when someone was speaking English. Students also relied on outside sources such as dictionaries, or other people such as relatives to understand unfamiliar words. Finally, analysis of the class observation and the interview with students revealed that the use of aural authentic materials in ESL classroom had a positive effect on ESL students' motivation to learn the language. Recommendations are offered to ease learners' frustration that resulted from the use of unfamiliar vocabulary and the speed of authentic speech.Ed. D.
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Roienko, L. V. "The criteria for choosing online materials." Thesis, Глухівський національний педагогічний університет імені Олександра Довженка, 2020. https://er.knutd.edu.ua/handle/123456789/16301.
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The aim of the given research is to analyse the main requirements which should be met for choosing online materials.Метою даної роботи є аналіз головних вимог, які слід задовольнити в процесі підбору онлайн матеріалів.
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Roienko, L. V. "Using interactive methods in ESP teaching." Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.
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The article describes modern pedagogical technologies and approaches which are used in ESP teaching. The practical methods of active teaching English for Specific Purposes students of economic specialities have been analysed in the article. The issue of the main activities and approaches for improving ESP teaching has been covered in the article.У статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.
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Carlson, Christine. "Alternative learning materials in the subject of English - an investigation among pupils in secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32838.
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The purpose of this dissertation is to explore the possible role of alternative learning materials in the subject of English through an action research project in year nine, secondary school. The aim is to investigate the participating students’ engagement and comprehension of the texts used in the project. Some of the goals of the syllabus for English presuppose that pupils should be able to use various types of materials and sources of information in their learning. The goals also require a way of working characterised by variation and the use of different types of learning materials in English. In this particular study, data were collected continually during the process through questionnaires, observation notes and individual interviews with four pupils. A majority of the participants found working with the materials both engaging and enjoyable. Significant factors were mainly the varied nature of the texts, the presence of unfamiliar vocabulary and the texts’ relevance for the pupils. Regarding language development, the primary outcomes of the project were improvement of vocabulary as well as increased knowledge about various types of texts.
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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Using video materials in teaching foreign languages for professional purposes." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63916.
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In case of the careful choice and thoughtful tasks elaboration, using authentic video not only makes a lesson much more attractive, but becomes an effective source of intercultural and professional information. Being interdisciplinary in their nature they enhance motivation for development of language as well as professional skills.В разі правильного вибору і ретельного розробки завдань, використання автентичного відео не тільки робить заняття більш привабливим, але й стає ефективним джерелом міжкультурної і професійної інформації. Завдяки своїй міждисциплінарності вони підвищують мотивацію до розвитку як мовних. так і професійних навичок.
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Vieira, Daniela Aparecida. "A didatização de materiais autênticos para o ensino do italiano língua estrangeira." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-10122012-095442/.
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O principal objetivo desta dissertação é investigar, dos pontos de vista teórico e prático, o processo de didatização de textos autênticos no âmbito do ensino do italiano como língua estrangeira (LE). Quanto aos aspectos teóricos, procuramos apresentar as definições dos termos material didático, material autêntico e didatização. Procuramos, também, enfatizar a importância dos textos autênticos no processo de ensino-aprendizagem do italiano LE. Para alicerçar nosso trabalho, baseamo-nos na Teoria da Aprendizagem Significativa, de David Ausubel, na Teoria de Aquisição de Segunda Língua, de Stephen Krashen, e na Linguística Textual. A primeira consiste em uma teoria do âmbito da educação em geral e explica a importância dos conhecimentos prévios dos alunos no processo de ensino-aprendizagem. A segunda é uma teoria da área de aquisição/aprendizagem de línguas e interessa-nos, particularmente, pelo conceito de input compreensível. Já a terceira consiste em uma vertente da Linguística cujo objeto de estudo é o texto, que é considerado um instrumento resultante de processos cognitivos e de interações sociais. Essas três teorias têm bases cognitivistas e ofereceram-nos subsídios para a elaboração desta dissertação. Tentamos mostrar, com base em tais teorias, que a didatização de materiais autênticos pode ser uma maneira de oferecer insumo compreensível aos alunos e favorecer a aprendizagem significativa da língua-alvo por parte deles. No tocante aos aspectos práticos, por sua vez, realizamos uma pesquisa com os estudantes e com os professores do Italiano no Campus, curso de difusão cultural da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, no qual demos aulas de 2009 a 2011. Ademais, descrevemos algumas atividades que construímos com base em materiais autênticos e que utilizamos em uma classe de nível elementar (A1 do Quadro Comum Europeu de Referência para as Línguas). Essa pesquisa consiste em dois questionários: o que elaboramos para os alunos contém dezenove perguntas, e o que fizemos para os professores possui apenas quatro questões. A análise das respostas dos discentes, bem como a análise das respostas dos docentes parece ter evidenciado que os materiais que mais interessam aos alunos são, geralmente, aqueles que o professor mais utiliza em suas aulas. Os comentários dos aprendizes corroboram o que postulam muitos teóricos da pedagogia de línguas, isto é, que é importante que o professor de LE não use apenas o livro didático (LD) e que, para os discentes, a variedade de materiais e atividades pode tornar as aulas mais motivantes. A análise das respostas dos docentes parece ter mostrado que, na opinião dos professores, faz-se necessário utilizar outros materiais além do manual didático, mas que este ocupa, ainda, um lugar central no processo de ensino-aprendizagem do italiano LE. Com base nos dados analisados, parece-nos que essa centralidade deva-se, sobretudo, a três motivos: a obrigatoriedade do uso do LD; o fato de este ser uma referência para os aprendizes; e a praticidade desse instrumento aliada à falta de tempo que o professor tem para selecionar outros materiais e elaborar suas próprias atividades.The main purpose of this thesis is to investigate, from the theoretical and practical point of view, the process of didactization of authentic texts in the teaching of Italian as foreign language (FL). Regarding the theoretical aspects, we have attempted to present the definition of the terms didactic material, authentic material and didactization. We also have sought to emphasize the importance of authentic texts in the process of teaching-learning Italian as a foreign language. In order to establish a foundation for our work, we have based it on David Ausubels Theory of Meaningful Learning, on Stephen Krashens Theory of Second Language Acquisition, and on Textual Linguistics. The first consists of a theory of the scope of education in general and explains the importance of the students previous knowledge in the teaching-learning process. The second is a theory in acquisition/learning of languages and interests us especially because of the concept of comprehensible input. The latter consists of a branch in Linguistics whose purpose is the study of the text, which is considered an instrument that results from cognitive processes and social interactions. These three theories have cognitivist bases and provide us with tools for the development of this work. We have tried to show, based on such theories, that the didactization of authentic materials can be a way to provide comprehensible input to the students and to favor the meaningful learning of the target-language by them. Regarding the practical aspects, we have conducted a research with the students and teachers of Italian in the campus, the cultural dissemination course at the Faculty of Philosophy, Languages and Human Sciences at the University of São Paulo, in which we have taught from 2009 to 2011. Also, we have described some activities we developed that were based on authentic materials, which we used in an elementary level class (A1 from the Common European Framework of Reference for Languages). This research comprises of two questionnaires: the one with the students includes nineteen questions and the one conducted with the teachers includes four questions. The analysis of the students answers and the analysis of the teachers answers show that the materials that most interest the students are the ones used the most by the teachers in classes. The apprentices comments corroborate what is postulated by many theoreticians in language teaching, i.e., it is important for the FL teacher not to be restricted to the textbook, and for the student, the variety of materials and activities might render the classes more captivating. The analysis of the teachers answers seems to show that in their opinion it is necessary to use other materials apart from the teaching manual, which still occupies a central position in the process of teaching-learning Italian as foreign language. Based on the analyzed data, it seems to us that this centrality has three reasons: the obligation to use the textbook; the fact that the textbook is a reference for the apprentices; and the practical aspect of this tool connected to the teachers lack of time to choose other materials and create their own activities.
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Gratton, Carly Marie. "Thematic unit on Aztec, Incan and Mayan culture." Kansas State University, 2014. http://hdl.handle.net/2097/17331.
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Master of ArtsDepartment of Modern Languages
Douglas Benson
The principal objective of this paper is to provide a thematic teaching unit that explores the Aztec, Incan and Mayan cultures of Latin America, designed for a level II Spanish course. It contains theoretical underpinnings for teaching language, culture and literature while incorporating concepts related to the development of communicative competence; processing instruction; the use of scaffolding in the zone of proximal development; target language instruction; and the inclusion of authentic materials and language in the classroom. The classroom management strategies explained and used throughout the unit include pre, during and post-reading activities; small group activities that help to develop communicative competence through negotiation of meaning and interactional feedback; focused tasks and collaborative output tasks; the use of structured input, structured output and information exchange; the PACE approach to grammar teaching; and the incorporation of authentic aural and written texts. Lesson plans for an eighteen day unit consisting of 40 minute classes are outlined; the lesson objective, necessary materials, time needed for each activity, and expected results of each lesson are included. Each lesson activity is made clear through a description of the activity and instructions for the teacher. The daily lesson plans contain authentic and teacher-created materials that can be found in the appendices section. At the end of the thematic unit, students complete cumulative activities that relate indigenous cultures to present-day life in Latin America through investigating the influence of Aztec words on the Spanish and English languages, analyzing a poem about Peru, and reading an article about discrimination against Mayan descendants in Central America, Mexico and the U.S.
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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Danielsson, Kent. "Can a graded reader of authentic material be generated?" Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100131.
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The thesis investigates if a graded reader for English leveled to the CEFR levels by using the English Vocabulary Profile (EVP) dictionary can be generated from a corpus of authentic material. It was tested on Wikipedia and the ukWaC corpus. There were some problems in making correctmatches between the words in the EVP word lists with the tagged words of the corpora. The results show it might be possible to find enough suitable texts to generate a graded reader for at least the higher CEFR levels if only lemmas are considered. If also the POS tags should be matched between the word list and the corpora the errors were too big to be able to give a conclusive answer.
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Weaver, Joanna Corinne. "An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. CopyrightDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
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Larsson, Fredrik. "Hur Engelskalärare använder autentiskt material under Engelsklektioner i årskurs nio." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19909.
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BAKGRUND:Jag har skrivit om användandet av olika typer av autentiskt material som lärare i engelskaanvänder sig av i sin undervisning i årskurs nio. Detta användande av autentiskt material harjag sedan kopplat till Whole Language-teorin samt aktuell forskning om autentiskt material.SYFTE:Undersökningens syfte är att undersöka vilka autentiska material som används av aktiva lärareoch hur dessa används. Ett vidare syfte är att på en hemsida samla de tips och råd som jagerhållit för att vidarebefordra till lärare som använder autentiskt material i sinengelskundervisning.METOD:Jag har använt mig av ostrukturerade kvalitativa intervjuer för att samla in data.RESULTAT:Lärarna som jag intervjuat, vilka alla var positiva till att använda autentiskt material, visadepå att en stor variation av aktiviteter med olika typer av material som användes. Gemensamtvar att autentiskt material användes för att göra undervisning mer omväxlande och roligt,vilket stämmer bra överens med huvudtankarna i Whole Language-teorin.
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Oguro, Yasue. "Presentation of culture in English as a foreign language reading textbooks in Japan." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26778.
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In the midst of debate over the treatment of culture in foreign language education and the increased exposure to culture in the global economy, the knowledge of other cultures is more significant than ever. In order to improve teaching culture, materials have been examined and revised. The purpose of this exploratory study is to describe how culture is addressed in the fourteen high school EFL reading textbooks in Japan, that were approved by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) at the time of this study.
In previous studies on EFL textbooks in Japan by Kitao (1979, 1988) and Iwata, Ogawa, Wen, Sakamoto, Takarada, Horio, Muto, and Mogi (2001) among others, the findings included the cultural elements categorized by various criteria, defining topics and types of reading texts and illustrations, classifying the student activities regarding culture, the descriptions of societies represented, the unnatural use of the English language that are edited for grammatical correctness, and the lack of elements that are usually present in the natural course of conversations or in the authentic passages.
This study of the reading passages and pre- and post-reading activities was guided by several theories and studies: First, the authentic use of a language reflects the writerâ s culture (Brown, 1987; Byrnes, 1990; Gilmore, 2004; Honeyfield, 1977; Kramsch, 1993; Lamie, 1998; McKay, 1982; Shrum & Glisan, 2005; Swaffar, 1985), and the culture is reflected in the vocabulary (Sapir, 1949). Second, the readersâ own cultural knowledge (C1) should be activated in understanding the culture of others (C2), comparing and contrasting C1 and C2 so that the differences and similarities will be more evident (Byrnes, 1990; Kolb, 1984; Kramsch, 1993; National Standards in Foreign Language Education Project [NSFLEP], 2005).
The results show 1) that the reading passages were edited mostly by deleting and altering portions of the originals, and thus the culture was not present as in the original passages, and 2) pre-reading and post-reading activities/questions were literal and not designed to foster cultural understanding.Ed. D.
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Daskalos, Konstantinos, and Ling Jeppe Jellum. "Authentic texts or adapted texts - That is the question! The use of authentic and adapted texts in the study of English in two Swedish upper secondary schools and a study of student and teacher attitudes towards these texts." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28021.
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AbstractDaskalos, Konstantinos & Jellum Ling, Jeppe (2005)Authentic texts or adapted texts – That is the question! The use of authentic and adapted texts in the study of English in two Swedish upper secondary schools and a study of student and teacher attitudes towards these texts. Skolutveckling och ledarskap, Lärarutbildningen 60 p, Malmö HögskolaThe aim of this paper is to find out which attitudes teachers and students have towards authentic and adapted texts used in the teaching of English in two Swedish grammar schools. Furthermore, the paper aims to demonstrate the importance of proper text selection in relation to student motivation.To achieve this, a survey was conducted with second year students in two different schools; on top of this, several interviews were conducted with students as well as an interview with a teacher. This was done to demonstrate the different attitudes towards the textbook and authentic texts and to illustrate the importance of choosing topics that students can relate to.The results show that students preferred to read authentic texts. These texts provided them with interesting topics. The teacher also preferred to use authentic texts and agreed that authentic texts usually created an active classroom, but pointed out that to substitute the textbook entirely with authentic material was unrealistic. Therefore, a combination of the two types of text would be preferable.
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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Відкриті освітні ресурси у викладанні іноземних мов." Thesis, Одеський національний університет імені І.І. Мечникова, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72690.
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Використання методів змішаного навчання надає багато можливостей для викладання іноземних мов. В цьому контексті, позитивний вплив використання відкритих освітніх ресурсів важко переоцінити, оскільки вони надають студентам доступ до автентичних матеріалів, інтерактивних завдань і платформ для створення власного контенту.Использование методов смешанного обучения предоставляет ряд возможностей для преподавания иностранных языков. В этом контексте, позитивное влияние использования открытых образовательных ресурсов трудно переоценить, поскольку они дают студентам доступ к аутентичным материалам, интерактивным заданиям и платформам для создания собственного контента.
Using the methods of blended learning gives a number of opportunities for teaching foreign languages. In this context, the positive effect of using free open educational resources cannot be overestimated, as far as they provide the students with the access to authentic materials, interactive tasks and possibilities for creating their own content.
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Arbogast, Michelle A. "Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.
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Hågbäck, Moa. "Artificially Authentic and Authentically Artificial : Experiencing the body of the past through the affect of the transmedial narrative of the Outlander-story world." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86157.
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Målet och syftet med denna studie är att observera, tolka, och vidareutveckla förståelsen för den samtida turistens interagerande med, och omförhandlande av, det historiska rummet genom individualistisk påverkan från fiktiva narrativ – i detta fallet, Outlanders transmediala berättelsevärld. Genom ett teoretiskt ramverk uppbyggt på materialism, påverkan, tidsresande och proteser har jag analyserat och kartlagt både kulturarvsplatserna samt Outlander-fansens interaktion med dessa genom att ha deltagit själv i två guidade endagarsturer, samt genom en djupgående, om än liten, enkät. I en nutid som beskådar hur förhållandet till det förflutna och de platser som kopplas till de temporala och spatiala dimensionerna av historien förändras snabbt och omgående, är detta projekt avgörande för att vidare förstå denna minneskultur och vidareutvecklandet av ett kollektivt minne. Resultatet av mina observationer och min enkät påvisar och demonstrerar hur omfattande individuell den sensoriska upplevelsen har blivit inom Outlander-turismen i Skottland. Genom metoder såsom påverkan och lekfullhet är besökaren inbjuden till att tolka platserna i syfte att tillfredsställa deras personliga behov för autencitet i både fiktionen, historien, och sensationen. Ändock är inte vikten av, och värdet på, historien helt och hållet förlorad; majoriteten av respondenterna demonstrerar ett ökat intresse till den faktiska historien, den ’riktiga’ och autentiska, samtidigt som de återinvesterar i det ’virtuella’ och artificiella. Att bära historiens fysiska kropp som en protes, fullständigt beroende av narrativets påverkan, manifesterar den sensoriska upplevelsen och det fysiska mötet med rummet som en anpassad sammangjutning mellan historien och kroppen; besittningen av den historiska protesen stör fördelaktigt ej den egna kroppens integritet
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Mauro, Luciana Rita. "Material autêntico e tarefas no ensino-aprendizagem do italiano como língua estrangeira: entre teoria e prática didática." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-29042014-123941/.
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A pesquisa aqui apresentada surgiu com o intuito de trazer para a sala de aula a realidade da língua italiana, proporcionando assim aos aprendizes brasileiros um meio para interagir através da comunicação, tanto oral como escrita. A preocupação que deu origem à reflexão proposta baseou-se em dois pontos fundamentais no âmbito do ensino/aprendizagem de língua estrangeira: o que ensinar e como ensinar. Para refletir sobre a primeira questão, foram problematizados os conceitos de material autêntico e de autenticidade, enquanto para a segunda foram tomados como referência os estudos relacionados ao ensino por tarefas. Com base nessas reflexões teóricas, foi realizado um curso experimental de italiano para principiantes, com uma duração de 45 horas, cujas unidades didáticas foram inteiramente elaboradas a partir de material autêntico e cujas atividades foram desenvolvidas tendo como apoio teórico o ensino por tarefas. Paralelamente ao citado curso experimental, aconteceu outro curso, também para principiantes e com a mesma duração, que pertencia aos cursos de extensão universitária da Universidade de São Paulo, para o qual foi utilizado o livro didático adotado. Os participantes dos dois cursos constituíram um grupo experimental e um grupo controle. O objetivo principal foi verificar, comparando os dois grupos, se a utilização de material didático e de atividades significativas produz diferenças não apenas no desempenho linguístico dos dois grupos, mas também em sua atitude em relação à aprendizagem da língua estrangeira.This research appeared in order to bring to the classroom the \"reality\" of the Italian language, thereby providing to brazilian learners an instrument to interact through both oral and written communication. The concern that is part of the proposed reflection was based on two key points in the teaching/learning of foreign languages: what to teach and how to teach. For the first point, we started from the questioning of authentic material, authenticity and of the concept of task, and for the second one, we took as reference the studies about task based learning and teaching. Based on these theoretical reflections, it was designed an experimental italian course for beginners, with a duration of 45 hours, whose teaching units were created entirely starting from authentic materials and tasks. Together with this experimental course, an italian course level 1 was also realized. In this course the Italian language was studied with a teaching book. The participants of both courses constituted an experimental and a control group. The main objective was to investigate, comparing the two groups, if the utilization of teaching material and meaningful activities produces differences not only in the linguistic performance of the two groups, but also in their attitude related to the foreign language learning.
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Pitarello, Adriana de Oliveira. "A ópera lírica como instrumento de ensino de italiano LE: teorias e práticas." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06052010-132158/.
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A ópera lírica pode constituir um excelente material didático a ser trabalhado em todos os níveis da educação linguística, não apenas devido ao seu irrefutável valor cultural, histórico e social, mas, principalmente, por sincretizar as linguagens musical, teatral e literária, transformando-se, assim, em um fecundo instrumento de ensino da língua italiana. A partir dos preceitos semióticos de análise, sobretudo no que concerne aos estudos sobre a Semiótica das Paixões, a ópera lírica pode ser didatizada e apresentada aos alunos no seu formato autêntico, visando à formação e autonomia discente. De fato, o percurso adotado simula a passagem pelos três níveis de análise textuais, partindo dos afetos da música para chegar às ações do enredo. A parte prática deste trabalho é dedicada ao curso Rigoletto: per gli amanti della lingua e della cultura italiana, elaborado especialmente para legitimar a proposta de se trabalhar a ópera lírica nas aulas de italiano LE. Trata-se de uma unidade didática sobre Rigoletto, uma importante produção de Giuseppe Verdi e Francesco Maria Piave, de 1851. Em síntese, neste trabalho, pretendo discorrer sobre as teorias que envolvem a didatização da ópera lírica e ilustrar a sua aplicação a partir das atividades do referido curso. Finalmente, os resultados obtidos durante a fase de avaliação serão utilizados para comprovar a sua eficácia.Lyrical opera can be an excellent teaching material for use at all levels of language education, not only because of its unquestionable cultural, historical and social value, but mainly for amalgamating musical, theatrical and literary languages, thereby forming a productive tool for teaching the Italian language. Based on the precepts of semiotic analysis, especially with regard to studies of the Semiotics of Passions, lyrical opera can be taught and presented to students in its authentic format, aimed at student training and autonomy. Indeed, the route adopted simulates the passage through the three levels of textual analysis, starting from the musical moods to arrive at the actions of the plot. The practical part of this work is dedicated to the course \"Rigoletto: per gli amanti della lingua e della cultura italiana\", especially designed to legitimize the proposal to employ lyrical opera in Italian lessons for foreign learners. This is a teaching unit about Rigoletto, an important work by Giuseppe Verdi and Francesco Maria Piave, 1851. In summary, in this work I intend to discuss theories involving the teaching use of lyrical opera and illustrate its application based on the activities of that course. Finally, the results obtained during the assessment phase will be used to prove its effectiveness.
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Sole, Elen Del. "Habilidade intercultural e ensino de língua estrangeira: uma amostragem com uso de material autêntico." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/2198.
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Previous issue date: 2014-10-22This study aims at adding some considerations on the development of intercultural competence in teaching English as a foreign language teaching (TEFL). The corpus under analysis has consisted of the observation of a group of adult students linguistical behavior in English as a foreign language classes within a 12 months ́ period of time. The programme content has been elaborated in such a way that dynamic activities should take place and provide the subjects ́ interaction, that is, the researcher and teacher on one side and the students, on the other side, as the participant group. The purpose has been to analyze students intercultural abilities on the basis of research-action methodology. Intercultural pieces of reality from Western countries, as well as the emphasis on multicultural thought, have been presented to the students. The technique adopted to introduce distinct intercultural pieces of reality has used authentic material and the criterion has involved themes related to politics, economics and creative thinking. Observation of the students linguistical behavior has resulted in subcategories such as generalization, which has been analyzed under the parameter of foreign language teaching as the third space.
O presente trabalho visa a contribuir com reflexões sobre o desenvolvimento da competência intercultural no ensino das línguas estrangeiras. O corpus para a análise constituiu-se na observação do comportamento linguístico de um grupo de alunos adultos de aulas de inglês como língua estrangeira (LE) no período de 12 meses. O conteúdo programático foi especialmente elaborado para que ocorressem dinâmicas que propiciassem a interação dos sujeitos envolvidos a saber, a professora como pesquisadora e os alunos enquanto grupo participante, com a finalidade de analisar as habilidades interculturais dos alunos, dentro dos pressupostos da metodologia da pesquisa-ação. Foram apresentadas aos alunos realidades interculturais provenientes de países do Ocidente, além de ênfase no pensamento multicultural. A técnica adotada para a apresentação de realidades interculturais distintas serviu-se de material autêntico, cujo critério de seleção foram temas relaciona dos à política, à economia e ao pensamento criativo. O resultado da observação do comportamento linguístico dos alunos trouxe subcategorias como a generalização, que foi analisada tendo como parâmetro o ensino de língua estrangeira enquanto terceiro espaço de enunciação.
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Однорал, О. А., Олена В`ячеславівна Назаренко, Елена Вячеславовна Назаренко, and Olena Viacheslavivna Nazarenko. "Формування соціокультурної компетенції в процесі навчання іноземної мови." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64696.
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Основною метою вивчення іноземної мови є формування в учнів комунікативної компетенції. Комунікативна компетенція складається з мовленнєвої, мовної та соціокульурної. Соціокультурна, в свою чергу, поділяється на країнознавчу (знання з історії, географії, економіки, державного устрою та культури країни) та лінгвокраїнознавчу (знання особливостей мовленнєвої та немовленнєвої поведінки носіїв мови в певних ситуаціях спілкування).
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Jie, Zhi Qiang, and 解志強. "Using authentic materials for listening comprehension in the TEFL context of Taiwan." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/36082919636242395580.
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Hsieh, Yi-Fang, and 謝宜方. "Vocabulary and Collocations in EFL Textbooks vs. Authentic Materials: A Corpus Study." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/u99uuj.
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碩士國立臺北科技大學
應用英文研究所
98
In recent years, considerable concern has arisen over the applications of corpus linguistics in English language teaching research. While substantial studies have been done on the impact corpora have on syllabus design and preparation for textbooks, little empirical evidence has been found to establish a direct relationship between textbooks and corpora. In addition, there has been even less research on the effects of corpus-based language teaching studies in the practice of vocational EFL education in Taiwan. To bridge the gap, this thesis attempts to address the areas of concern by trying to shed some light on the contrast between actual learner input and native learner input. In this corpus-based study, textbook presentations of high-frequency lexical items are chosen for analysis in terms of their collocational behavior because textbooks, often considered the main learning materials in vocational EFL, can not only help yield better understanding of the actual input but also determine desired pedagogical effects. Also, the findings will be juxtaposed with those from comparable authentic texts. The textbook corpus in this paper consists of texts from six volumes of a textbook series widely used in vocational high school EFL in Taiwan. The texts and content chosen are supposed to represent written language. Spoken materials such as dialogues and interviews are not included. The textbook texts are selected to enable a comparison with a specialized corpus collected by the researcher and used as the source of authentic data. The authentic text corpus which contains lexical input and text types similar to the textbook corpus constitutes a series of self-study reading materials for first to third graders in the United States. Analytic software AntConc is used for generating high-frequency lexical items and concordancing, while further analyses are carried out manually. The results of this empirical study on collocations of high-frequency lexical input in textbooks as presented and evaluated with respect to their significance for English language teaching in Taiwan.
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"A STUDY ON THE IMPACT OF AUTHENTIC MATERIALS ON EFL STUDENTS’." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605501/index.pdf.
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Yang, Wanyun, and 楊宛妘. "An Empirical Study of Simulated Authentic Listening Materials Compiling Principles for Intermediate Chinese Learners." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55750159770164654189.
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碩士國立臺灣師範大學
華語文教學系
102
Successfully comprehending the daily speech of native speakers is very difficult. For those learners living in a target language environment, this enhances the importance of listening effectively. With the influence of communicative language teaching approach, there has been an increased focus on authentic materials. However, the application of authentic materials in teaching has been both praised and criticized. Moreover, existent major Chinese learning materials have lacked attention to listening as well as the authenticity of listening exercises in both form and content. Therefore, the aim of this research is to establish principles and modules of simulated authentic listening materials compiled for intermediate Chinese learners. This research is divided into four parts: literature and materials review, need analysis, development of principles and modules for compiling materials and teaching experiment. First, an understanding of strengths and weaknesses of current materials was built through reviewing relevant theories and evaluating 4 commonly used intermediate textbooks. Second, need analysis was implemented, including interviewing 8 Chinese teachers and distributing a questionnaire to 67 students in Taiwan. Third, principles and modules were developed based on the research above. Finally, an experiment on 19 intermediate learners was made with a set of sample materials. The results of the experiment suggests that (1) the post-test scores of the treatment group are significantly higher than the control group; (2) the post-test performance of the same treatment group is significantly better than the pre-test (2 out of 3 themes); (3) the test-takers in that treatment group provided a positive feedback on the simulated authentic listening materials used.
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Flanzer, Vivian. "Teaching Brazilian Portuguese and culture through authentic videos and readings of Crônicas." 2013. http://hdl.handle.net/2152/22726.
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This report investigates the use of authentic readings and videos to teach Portuguese language and culture in the foreign language classroom. It starts with a discussion of the current state of the field about definitions of culture, their pedagogical implications and some approaches to teaching culture in the foreign language classroom. This discussion is followed by a review of recent research supporting the use of authentic videos and films to teach the target language and culture concomitantly, and a thorough description of the Brazilian literary genre of crônica, based upon the works of preeminent Brazilian literary critics and historians. The report ends with a unit design proposal based on the literature reviewed and grounded in second language acquisition theories and research. The proposed innovative approach that incorporates authentic non-scripted videos and literary readings, such as crônicas, provides a strong support to teachers that seek to teach cultural perspectives as well as products and practices in the foreign language classroom.text
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Bell, Fleming Louis Platt Elizabeth Balliett. "Comprehension aids, internet technologies, and the reading of authentic materials by adult second language learners." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-04112005-152127/.
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Thesis (Ph. D.)--Florida State University, 2005.Advisor: Dr. Elizabeth Platt, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed June 8, 2005). Document formatted into pages; contains xi, 151 pages. Includes bibliographical references.
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Cheng, Hsiu-Pin, and 鄭秀彬. "The Effect of Using Authentic Materials for Extensive Reading on Adult EFL Learners’ Vocabulary Acquisition." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/59sx9c.
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碩士中原大學
應用外國語文研究所
106
Incidental vocabulary learning has long been attracting research attention in the exploration of the influencing factors behind how words are learned. And extensive reading is typically considered as an ideal site for such research (Horst et al, 1998; Horst, 2005; Hulstijn et al., 1996; Lanfer & Roitblat, 2011; Saragi, Nation & Meister, 1978; Schmitt, 2008; Waring & Nation, 2004; Waring, 2003). In an extensive reading mode, where there is no explicit instruction, input texts play a key role. Apart from the traditional graded readers or chapter books, authentic materials are catching more attention in an age of internet-webbed world where information exchange is in rapid flow, which makes such materials more accessible and superior in numbers. The application of authentic materials in classroom settings becomes unavoidable. There already exists theoretical support of the facilitating effect of authentic materials in language learning (Berardo, 2006; Gardner, 2008; Guariento & Morley, 2001; Mishan, F, 2005; Nation, 2010; Nuttall, 1996; Wallace, 1992). Among them, Mishan F (2005) proposes that authentic materials are effective as input texts based on three major elements they bring with themselves: culture, currency and challenge. The first component refers to the role of authentic materials as a representation of the culture behind it, which provides learners with opportunities to learn the word knowledge of a word in its full context. The second component is related to the ‘freshness’ of authentic materials, which does not compete with modified texts. The last and most important component refers to the effort learners need to exert in decoding such materials, where all available resources can be activated, such as his L1, background knowledge, and his existing linguistic and cultural reservoir about that language. These components are what make authentic materials effective in language learning and a strong motivation driver. However, a big challenge lingers when it comes to the application of authentic materials, being an uncontrollable difficulty level and uncertainty of frequency, and consequently, there is more theoretical support rather than practical evidence of authentic materials. To fill up the gap and further explore the effect of reading authentic materials on a) adult EFL learner’s vocabulary learning and retention and b) their perceptions in L2 reading, this current research proposes a themed authentic material reading approach. This current study applied a quantitative research method and was conducted in a large chain language center in Northern Taiwan. Three groups of adult EFL learners got involved, with one graded reader extensive reading group, another authentic material extensive reading group and the other intensive reading group. After a six-week treatment, two vocabulary tests were implemented followed by a questionnaire. The result showed that both experimental groups outperformed the control group in word learning and retention in general. It also revealed that despite a similar performance in both two vocabulary tests with the graded reader group, the authentic material group demonstrated a significantly more active attitude. This result echoes with previous extensive reading research (Horst, 2005; Gardner, 2008; Kweon & Kim, 2008; Pellicer-Sanchez & Schmitt, 2010) and further provides evidence on the facilitating effect of using authentic materials in vocabulary acquisition and learners’ learning attitudes.
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Chang, Shu-Wen, and 張淑汶. "Action Research of Using Authentic Materials in Teaching Listening in Chinese Class of Beginners' Level." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/16278480928876676881.
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碩士國立高雄師範大學
華語文教學研究所
103
The purposes of this research are to find out the learning needs of using authentic materials, to establish listening teaching strategies, which are suitable for beginners, to analyze the participants evaluation of teaching strategies, which the researcher used in listening class, and to analyze the participants listening performance. The participants of this research are learning Mandarin in Taiwan. Although the participants are beginners, they interact with authentic materials in everyday life. Therefore, the researcher intend to use authentic materials in listening class to improve the participants’ listening ability, and to establish teaching strategies, which are suitable for beginners. In order to find out the participants’ needs of topic of authentic materials, the researcher sent out the questionnaire. According to the feedback of the participants, the researcher recorded the conversation of native speakers. The researcher performed 3 cycles of action research. In each cycle, the listening class was divided into 3 stages, which were pre-listening, listening and post-listening. After each cycle, the research self-evaluated the class, and modified the teaching strategies, in order to establish the ones which are suitable for beginners’. The sources of data for this action research included teaching journal, the feedback of interviewing, the results of questionnaire, and the learner’s evaluation. After 3 cycles of action research, there are 4 conclusions about the usage of authentic materials in teaching listening in Chinese of beginners’ level.First, learners in beginners’ level give positive feedback of using authentic material in class. Second, using authentic materials in listening class, the teaching strategies can be divided into three stages, pre-listening, listening and post-listening. During the pre-listening stage, teachers should help the students to make connection to the authentic materials and explain the vocabulary from the authentic material. During the listening stage, the students need to do extended listening practice and then selective listening practice. During the post-listening stage, teachers should avoid explaining the script of authentic materials. Third, according to the participants’ evaluation of teaching strategies, during the pre-listening stage, the participants prefer to guess what they might hear from the screenshot, and prefer the teachers to explain the vocabulary and provide the listening questions. During the listening stage, the participants prefer to express what they heard after extended listening and use filling in the blanks to do selective listening practice. The participants also give positive feedback of adjusting the authentic materials to slower speed. Fourth, authentic materials are effective to build up students’ learning ability and strategies. In addition to the conclusions above, the researcher also had suggestions on the usage of authentic materials and the teaching strategies in listening class, as well as pointed out directions for future study.
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Hsieh, Ming-yi, and 謝明宜. "English Acquisition through Storytelling: A Corpus-based Analysis of and Comparison between Materials and Authentic Storybooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/92644195039257949438.
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碩士國立臺灣科技大學
應用外語系
98
The present study applied the corpus-based approach to analyze and compare the language input in the elementary school textbooks and sixty-five storybooks used in Wang and Lee (2007), a four year longitudinal exploratory-observational study practicing storytelling with 10 pupils in Taiwan. This study was an attempt to investigate the potential advantages of using picture books to help young children’s English acquisition by examining the corpora in the 65 storybooks and three representative textbook series used in Taipei area. A series of analyses were conducted on three main categories with both types of material: vocabulary, sentence patterns and cultural knowledge. Five measures used for the vocabulary analyses and comparisons were: (a) total number of word tokens, (b) total number of headwords, (c) parts of speech, (d) theme related word usage, and (e) frequency of word recurrence in the stories. The analyses of sentence patterns compared the sentence structures contained in both types of material based on the sentence patterns regulated by the Taipei Department of Education (DOE, 2006, 2007) so as to determine which type provides better source for syntactic learning. Finally, the cultural knowledge in the texts was compared and discussed qualitatively to examine the quality of cultural information provided in the materials and to determine which type of material better serves the due purpose outlined by our foreign language policy (MOE, 2003). The results indicated that the language input obtained from the 65 picture storybooks was far richer than that provided in any textbook series used in public schools in terms of vocabulary, structure, and cultural knowledge. These results added empirical evidence to Wang & Lee (2007), verifying the power of reading storybooks aloud on EFL acquisition in the aspects of vocabulary, structure, and the knowledge on culture. In the practical sense, the findings of this corpus-based research urge the pressing need to include picture storybooks, the type of material with more natural, compelling, and authentic input, into the current curriculum.
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Correia, Maria Manuela do Nascimento. "O uso de materiais autênticos como contributo para a motivação no ensino da língua estrangeira." Master's thesis, 2016. http://hdl.handle.net/10362/20230.
Full textAbstract:
O presente relatório visa, numa primeira parte, refletir sobre o uso de materiais
autênticos em sala de aula e em que medida é que estes contribuem para uma maior
motivação na aprendizagem da língua estrangeira. Fazemos referência a alguns estudos
relacionados com a potencialidade destes materiais e analisamos alguns conceitos
associados a esta temática. Abordamos também, as vantagens, desvantagens e o
impacto da sua utilização em comparação com os materiais produzidos exclusivamente
para o ensino da língua, nomeadamente o manual, tendo em consideração diferentes
perspetivas sobre o seu uso. Numa segunda parte apresenta‐se a Escola E.B. 2/3 da
Alapraia, onde foi realizada a Prática de Ensino Supervisionada (PES) e uma
caraterização das turmas em que foram lecionadas as aulas de inglês e espanhol. Por fim
apresentam‐se algumas das atividades desenvolvidas durante a lecionação, refletindose
sobre os aspetos considerados mais relevantes.The first section of this report aims to reflect on the importance of using authentic materials in the foreign language classroom and their contribution for motivating students in the learning process. We review the literature regarding authentic materials in general taking into consideration their advantages and disadvantages when considering other didactic resources and materials used exclusively for the teaching and learning process namely textbooks. In the second part, the Escola E.B. 2/3 da Alapraia, where the Supervised Practice was held, is presented, as well as the characteristics of the classes in which the practical lessons of English and Spanish were taught. Finally the description of some classroom activities implemented throughout the practice reflecting over the most relevant aspects.
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LIAO, JOU-CHIEH, and 廖柔捷. "The Research of Teaching Materials of Four Arithmetic Operations Intergrating with Authentic Financial Situation in Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/j2mc55.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系碩士班
107
The purpose of this thesis is to research the effectiveness of applying teaching materials of four arithmetic operations integrating with authentic financial situation for the fifth graders in elementary school. The research target group is 33 fifth graders in an elementary school in New Taipei City. Quasi-Experimental Research Method is adopted in the math class for 2 weeks and there are 5 sections in each week. The experimental group students are using math materials integrating with authentic financial situations. The control group students are using original math materials accompanied with the self compiled materials of financial situations by the researcher.At the end of the instruction, a written test of four arithmetic operations was given to all the students in the research target group. Analysis of Covariance is used in this thesis to identify the learning effectiveness of students instructed with Four Arithmetic Operation Teaching Materials Integrating with Authentic Finacial Situations. While the curriculum is instructed to the students, the qualitative data including the feedback investigation of students and the interview records , and the quantitatived data including the scale of learning attitude toward math and the scale of concepts of basic finacial knowledge are both collected to analyze and understand the influence of learning attitude toward math and basic financial concept of students intructed with the math teaching materials integrating with authentic financial situation. The result of the research shows: 1.Math materials integrating with authentic financial situation will increase the ability in understanding and estimating four arithmetic operations of fifth graders in elementary schools. 2.Math materials integrating with authentic financial situation will increase the learning motivation of math of the fifth graders significantly . 3.Both math materials integrating with authentic financial situation and direct teaching materials of financial situations will improve the correct basic financial concepts of the fifth graders.
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Kotta, Linda Thokozile. "Affording or constraining epistemological access: An analysis of a case-based approach in a first year process and materials engineering course." Thesis, 2006. http://hdl.handle.net/10539/1694.
Full textAbstract:
Faculty of Humanities
School of Education
0215438v
lkotta@chemistry.uct.ac.zaThe focus of this study was a case-based approach used in the first year course Introduction to Process and Materials Engineering, PRME1002, at the University of the Witwatersrand in 2005. This approach attempted to promote epistemic access to Process and Materials Engineering by moving away from the more traditional decontextualised and contrived engineering problems and introducing context-rich cases entailing more authentic engineering problems. The study investigated the extent to which the context rich problem-solving environment afforded the students epistemic access to Process and Materials Engineering. This was done through an analysis of the form and content of students’ knowledge and problem-solving skills as evidenced in their written responses to case-based problems. A modified form of the Structure of Learning Outcomes (SOLO) taxonomy was used as the instrument of analysis. The research showed that students tended to work in fragmented ways despite the context. They tended not to fully explore the context and as such could not successfully identify the salient aspects. They frequently ignored evidence in the context and invented their own in order to be able to use strategies that they were most familiar with. These findings suggest that that while the case-based approach introduced in the course, theoretically has the hallmarks of an ideal approach with which to create a favourable environment for learning, if students treat knowledge as fragmented and aren’t persuaded by the context to change their ways of working, the case-based approach does not afford students optimal epistemological access.
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Yusuf, Qismullah. "An instructional systems design model for selecting and developing authentic English materials for Syiah Kuala University pre-departure scholars." Thesis, 1993. http://hdl.handle.net/1957/35889.
Full textAbstract:
The purpose of this study was to apply instructional system theory to the
process of developing authentic English as a foreign language (ESL) materials
for Indonesian pre-departure scholars. The researcher established a theoretical
framework for the process through an intensive review of instructional system
literature and selected an applied process model for adaptation to developing
authentic ESL materials. The Stiehl-Schmall ISD model was adapted and later
validated using a modified Delphi process. Seventeen panelists, randomly
selected from the area of instructional systems design, ESL, and Indonesian
EFL practitioners, were involved in the validation process.
Feedback from panelists was analyzed and it was determined that the
model was applicable for Indonesian intensive English programs. It was also
found that the model, as adapted, was considered practical and useful by EFL
practitioners, though many of them were not knowledgeable in instructional
systems design. Indonesian EFL practitioners expected the development of the
model to substantially improve the quality, effectiveness, efficiency, and
relevancy of authentic English used in Indonesian intensive English programs.Graduation date: 1993
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Martin, Lynne Rohmerien. "A Model for Developing Law Lecture Comprehension Lessons for Non-Native Speakers of English from Video-taped Authentic Materials." Thesis, 2007. http://hdl.handle.net/1805/1087.
Full textAbstract:
Thesis (M.A.)--Indiana University, 2007.Title from screen (viewed on June 27, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 77-80)
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CHEN, I.-SHENG, and 陳怡伸. "An Action Research of Using Authentic Materials in Task-based Language Teaching: A Case of Short-term Beginner Class." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5nnbej.
Full textAbstract:
碩士國立高雄師範大學
華語文教學研究所
105
Abstract This study focuses on discussing proper teaching strategies for using authentic materials in task-based language teaching, and looks into the feedback of those beginners about these teaching methods. The study applies action research methods, and participants were learners who attended short-term beginner class. Three action cycles were taken in the study, each comprised four stages, including planning, action, observation and evaluation. The authentic materials used were self-made videos by the researcher and on-line tourism promotional clips. Teaching methods were divided into three different phases, respectively pre-task, during-task and post-task phase, structure of which is suggested by Ellis (2003) in her task-based teaching approach theory. With authentic materials used in the class, the study attempts to develop appropriate teaching strategies. By analyzing problems collected from the teaching diary, after-class interviews and questionnaires taken in all three cycles, the researcher then brings up the final conclusion. In the conclusion, the researcher found out that to maximize the benefits of using the authentic materials in task-based language teaching, detailed explanation of the teaching purpose with such materials should be provided to participants before class. And in the class, group discussion and role-playing activities could significantly increase participants’ familiarity toward the task, which also indicates the importance of before-class preparation. These are the proper teaching strategies that should be taken in using the authentic materials in task-based language teaching. Secondly, whether or not the class is smoothly conducted depends on the teacher’s ability to control over the classroom atmosphere, which in fact plays a crucial role in deciding whether the authentic materials and the task arrangement could take effects. Third, after a few evaluations and modifications were done, positive feedback was given by the participants of using the authentic materials in task-based language teaching. Participants thought the class was interesting, which successfully boost their motivation toward learning Chinese and willingness in putting what they’ve learned into practice in daily conversation. Finally, the study concludes with teaching suggestion as relevant reference for future research.
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Samaranayake, Sarath Withanarachchi. "The effects of authentic materials using role-playing activities on oral proficiency : a case study of Thai undergraduate students." Diss., 2012. http://hdl.handle.net/10500/6029.
Full textAbstract:
This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.English Studies
M.A. (TESOL (Teaching English to Speakers of Other Languages))
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Guerra, Liliana Sofia dos Santos. "Materiais Autênticos no Ensino de Línguas Estrangeiras." Master's thesis, 2019. http://hdl.handle.net/10316/89791.
Full textAbstract:
Relatório de Estágio do Mestrado em Ensino de Inglês e de Língua Estrangeira no 3º ciclo do Ensino Básico e no Ensino Secundário, nas áreas de especialização de Alemão ou de Espanhol ou de Francês apresentado à Faculdade de LetrasRealizado no âmbito do estágio pedagógico inserido no Mestrado em Ensino de Inglês e Francês no 3º ciclo do Ensino Básico e no Ensino Secundário, este relatório apresenta, inicialmente, uma breve descrição do ambiente em que decorreu o estágio e as expetativas e desafios encontrados ao longo deste caminho, para se focar depois no tema escolhido, a saber, o recurso a materiais autênticos no ensino de línguas estrangeiras. Assim sendo, este estudo centra-se na preparação implicada pelo recurso a este tipo de materiais antes de serem apresentados ao público-alvo e os efeitos que podem ter, desde logo, na motivação dos alunos. Por um lado, nos níveis mais avançados, os materiais autênticos são já esperados pelos alunos que, face a um material fabricado, podem sentir-se desmotivados. Por outro lado, nos níveis de iniciação, considera-se que o uso autêntico da língua pode ser demasiado complicado, mas, na verdade, o primeiro contacto com a língua estrangeira tende a acontecer de forma autêntica, através, por exemplo, de viagens ao estrangeiro ou de produtos mediáticos, como filmes, publicidades ou música. Deste modo, é apresentada uma reflexão em forma de estudo empírico, baseada nas aulas que foram lecionadas durante o ano de estágio, sobre o papel que os materiais autênticos podem desempenhar numa aula de língua estrangeira, para atingir os seus objetivos, tendo sempre em consideração a sua adequação ao público-alvo e, consequentemente, o momento da sua utilização e a sua adaptação. No geral, os resultados deste estudo apontam para que o trabalho com estes materiais em sala de aula pode ser muito vantajoso, principalmente porque se trata de uma ‘amostra’ do ‘mundo real’. Assim, o recurso a materiais autênticos poderá ser considerado uma pequena experiência de ‘imersão’ na língua para que os alunos desenvolvam as suas competências de modo a estarem melhor preparados para o futuro.
Conducted in the context of the pedagogical internship of the Master’s Degree in Teaching English and French (7-12), this report presents, initially, a short description of the internship’s environment and the expectations and challenges found along the way, so it can then focus on the chosen subject, that is, the use of authentic materials in FLT. Therefore, this study focuses on the preparation implied by the use of such materials before they are presented to the target-audience and the effects they can have, from the beginning, in the students’ motivation. On the one hand, with more advanced levels, authentic materials are already expected by the students who, when faced with a fabricated material, could feel demotivated. On the other hand, with initiation levels, it is considered that the authentic use of the language can be too complicated, but, actually, the first contact with the foreign language is usually authentic, for example, through trips abroad or media products, such as movies, publicity or music. In this way, an analysis is presented as an empirical study, based on the lessons that were taught throughout the internship, about the role that authentic materials can have in the foreign language classroom, to meet its goals, always taking into consideration their adequacy to the target-audience and, consequently, the moment where they are used and their adaptation. Overall, the results show that the work with authentic material in the classroom can have many advantages, mainly because it is a ‘sample’ of the ‘real world’. So, the use of authentic materials can be considered a small ‘immersion’ experience in the language so that students can develop their competences in order to be better prepared for the future.
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Batista, Carmen Salomé. "A Importância da Utilização de Materiais Autênticos no Ensino-Aprendizagem de Língua Estrangeira." Master's thesis, 2014. http://hdl.handle.net/10362/14765.
Full textAbstract:
O presente relatório apresenta uma reflexão, levada a cabo durante a realização da Prática de Ensino Supervisionada, sobre a importância da utilização de materiais autênticos no ensino de línguas estrangeiras e sobre a forma como enriquece o contexto de aprendizagem. Analisamos as perspectivas de vários autores no que diz respeito à definição de materiais autênticos e às vantagens e desvantagens associadas à leccionação com recurso a esses materiais e exploramos alguns conceitos e processos relacionados com essa temática, tais como a avaliação da autenticidade dos textos, materiais, actividades/tarefas de ensino desenvolvidas e das atitudes e percepções dos alunos face a esta estratégia pedagógica. Por último, detemo-nos nos programas de ensino das Línguas Inglesa e Espanhola em vigor em Portugal à luz desta questão.