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DO110.25513/2413-6182.2017.3.127-133
SOME ADVANTAGES OF USING TED TALKS AS AUTHENTIC STUDY MATERIAL
E.M. Baeva
St. Petersburg State University (St. Petersburg, Russia)
Abstract: Students' motivation can be crucial in teaching a foreign language. One of the key objectives of any teacher is to raise language awareness and to develop the audience's interest, motivation and commitment to studying. Partly because of the rocketing development of innovative technology, nowadays many regular study texts and handbooks are rapidly getting outdated, therefore it must be the teacher's major priority to implement study materials which will be up to date, interactive, engaging and preferably communicative, to help the students reach the study goals and to meet the learning targets. The article focuses of the benefits of using TED talks in teaching English as a foreign language. This online education platform provides the teachers with study material of the brand new kind. Covering a vast number of subjects and topics, the audio and video lectures on TED tend to be cutting edge, innovative and thought-provoking, leading students to ardent discussions and encouraging creative ideas and observations, thus raising study motivation and interest to the subject. There is an example of listening and speaking classroom activities based on a TED lecture about happiness.
Key words: methodology of teaching foreign languages, English as a second language, L2 teaching, motivation, authentic texts, listening activities, speaking activities, group work, L2 communication.
For citation:
Baeva, E.M. (2017), Some advantages of using TED talks as authentic study material. Communication Studies, No. 3 (13), pp. 127-133. DOI: 10.25513/24136182.2017.3.127-133.
About the author:
Baeva Ekaterina Mikhailovna, Dr., Associate Professor of the English Department
Corresponding author:
Postal address: 11, Universitetskaya nab., St. Petersburg, 199034, Russia E-mail: e.baeva@spbu.ru
Received: May 29, 2017
© E.M. Eaeea, 2017
Nowadays reading both General and Academic English means vastly applying communicative language teaching approach (CLT). Given the language classroom is intended as a preparation for interaction in real life situations and real communication is considered to be a defining characteristic of CLT, the relationship between classroom activities and real life is one of the key CLT issues. The question of using authentic language material seems to have become essential in creating communication-friendly, motivating classroom atmosphere [Baeva 2017].
Indeed, in learning a foreign language, just like in learning any other subject, student's motivation plays a vital role. There are two types of motivation: intrinsic and extrinsic. When intrinsically motivated, people willingly participate in activities that interest them, and they do so freely, without the necessity of material rewards or constraints [Deci & Ryan 1985]. As for the extrinsic motivation, there are four types of it (external, introjected, identified, and integral forms of regulation), all driven by some extralinguistic factors but nonetheless important in creating a fruitful studying environment [Deci et al. 1991: 328-331]. High intrinsic motivation has been proved conducive to better academic performance and results, and it has long been noticed that students who learned text material in order to put it to use showed 'greater conceptual understanding' than did students who studied the material for the sole purpose of passing a test [Benware & Deci 1984]. It is therefore the EFL teacher's task to provide the students with additional stimuli for intrinsic motivation, to be able to interest the learners with the subject and to encourage self-study beyond the classroom, and the authentic study texts are reported to be one of the most successful means of doing so.
It should be noted that there are many definitions of authenticity but in our research we will stick to that of Morrow: 'An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort.' [Morrow 1977: 13]. Thus the definition of authenticity can be applied to a huge variety of texts, including 'graded teacher-talk in the classroom, motherese and international negotiations between non-native speakers', so another feature must be kept in mind of a teacher creating study materials - 'fitness to the learning purpose', or learning aims [Gilmore 2007].
Unabridged language materials are not appropriate for all kinds of students. Despite their authenticity, they might seem too difficult, too complex and thus less engaging and interesting. A study shows that beginner and elementary students find original texts less encouraging and even lowering the students' self-esteem and consequently inner motivation [Peacock 1997]. Studying unedited authentic English texts seems to be the most beneficial to students of levels beginning from intermediate, although it is not unknown of for lower-proficiency students to demonstrate high interest and motivation aspiring to study original material [Takaesu 2013: 154].
There are many types of language study texts, and for now I would like to review only one of them which I find the most effective in CLT - TED presentations (recorded videos], as an example of mastering extensive listening.
TED (Technology, Entertainment, Design] is a non-profit organization which has been publishing various speeches and conference reports online since 2006. The motto of all TED talks is Ideas worth spreading. The TED conferences and congresses have been held annually since 1990, and the topics of speeches are inexhaustible. The talks cover pressing issues and innovative discoveries in technological development, design, society, culture, education, human rights etc. As of March 2016, the website of the conference www.ted.com features more than 2400 public speeches. The average length of a talk is 18 minutes, and among the speakers you can find our most renowned contemporaries, such as David Cameron, Bill Gates, Richard Dawkins, Joanne Harris and many others. All these features combined make TED presentations highly suitable for teaching listening and communication skills, with regard to modern learner's needs and study text requirements [Field 2002].
There are several advantages of using TED presentations as study language material:
1. Usability:
1.1. The majority of talks are in English, with optional subtitles in more than 40 languages, and there is often an interactive typescript. The main implementation of TED is considered to be for listening activities, but for the students willing to polish their comprehension skills a script and subtitles are a big asset.
1.2. All TED recordings are available online as a video and an audio presentation, and it is possible to download one for future offline watching. Moreover, there is an application for most smartphone models which is intelligible and user-friendly. It means that you do not need special equipment, for instance, Internet connection, in your classroom, because you can simply use your laptop or a mobile phone (for audio recordings]. In addition, mobile-friendly interface has been noted to empower learner autonomy in acquiring listening skills, encouraging the students to work out of class [Reinders & Cho 2010].
1.3. The webpage is easy to navigate because of its hashtags, topics and key words. It is possible to search for a talk based on a key word or phrase (for example, politics, human rights, poetry, transport], but you can also set the length of a talk, its language and date of recording.
2. Content:
2.1. Given the number of conference participants, it is possible to raise students' awareness of different accents and English variations. There are native and non-native speakers, all communicating fluently and successfully in English. While being demonstrative, it is also encouraging, setting the example of outstanding language skills even in non-native speakers.
2.2. There is a huge variety of subjects and topics, making the talks perfect for both teaching English for specific professional/academic purposes (ideal for students of social and political studies, economists, market researchers and so on) and general cultural and social awareness. The discussions inspired by the talks can be truly engrossing.
2.3. There are also catalogues of playlists on featured topics or orators which encourage further exploration, if a student is interested in a particular idea, thus again implying more learner autonomy. Moreover, there is a suggestion engine operating on general description of a desired presentation mood (funny, persuasive, informative, inspiring etc.).
2.4. TED-talks are modern, well-structured speeches which are often accompanied by visual aids, such as graphs, pictures, tables, charts, and videoclips. They can be used in preparing the students for delivering their own presentations and speeches, with focus on presentation techniques and skills.
As for the tasks and activities, their number is evidently very vast, although they must be chosen according to students' level of proficiency of English and their communicative and comprehensive skills. Some examples of using TED in teaching practice can be found in [DaVia Rubenstein 2012; Takaesu 2013]. Essential types of activities are briefly summarized in the chart.
ESL activities based on TED talks
Timing Type of activity
Pre-listening tasks Speculation: deducing the gist of a speech by its title; brainstorming key words about the topic; anticipating key concepts of the talk; Research: finding information about the speaker/topic; Discussion: sharing opinions about the topic; discussing key vocabulary units of the talk, pre-taught by the language instructor; etc.
While-you-listen tasks Listening for specific information: answering the teacher's questions; noting down unfamiliar/unclear vocabulary; Listening for details: answering the teacher's questions; Listening for gist: checking your predictions; focusing on general meaning of the talk; etc.
Post-listening tasks Speaking: checking/comparing your answers; discussing the talk and its details; offering your opinions about the topic; debates; critical assessment of the presentation, etc.
Follow-up activities and home work assignments: Writing: a summary, a plan or a critical review of the topic discussed in the class; opinion essays; Listening and Speaking: watching another talk to a similar topic, comparing and contrasting the two presentations, evaluating the key points and expanding on the topic; etc.
As a rule, the selection of talks and tasks principally depends on the course syllabus, the level of proficiency of students and learning aims. In order to create a fruitful and relaxing study atmosphere, the following factors should be considered of high importance: topic, group work and individual learner's contribution to the discussion. Every teacher can adjust a TED talk to the needs of their class, and as an example below there is a practical example of an activity plan for students of intermediate/upper-intermediate level, drawn on one of many inspiring TED speeches.
ROBERT WALDINGER: WHAT MAKES A GOOD LIFE?
http://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_l essons_from_the_longest_study_on_happiness?language=en
Before you listen:
Explain the words and phrases: millennials; hindsight is anything but 20/20; to drop out (of a project); a sophomore; a quick fix (to a problem); to lean in to something.
While you listen:
1. What were the most popular answers to the question of their life objectives among the millennials?
2. What are stereotypes telling us to do to have a better life?
3. How long has The Harvard Study of Adult Development been going on? What is so special about it?
4. What are common reasons for a long-haul project to fall apart?
5. How many participants are in the study? What two groups are they divided into?
6. What is the highest position a project participant has achieved?
7. What is the project's procedure? How do researches keep track of their subjects' lives?
8. What is the key finding of the study?
9. What are other three lessons the scientists have learned about relationships?
10. What are the recommendations the speaker gives to the audience to have healthy relationships?
After you listen:
1. Please explain the quote from Mark Twain the speaker uses in his talk: "There isn't time, so brief is life, for bickerings, apologies, heart burnings, callings to account. There is only time for loving, and but an instant, so to speak, for that."
2. How far do you agree with the speech?
3. Do you have a recipe for a good relationship?
4. What are your major life goals at the time, off the top of your head?
To conclude, TED talks have become popular with ESL instructors and
students because of their availability, originality and high-quality content, which has been thought as rather useful and educational by both teachers and
learners. TED lectures and speeches may serve as an integral part of syllabus building or rather as some extra authentic material to encourage learner's motivation, collaboration, communication and critical assessment skills.
References
Baeva, E.M. (2017), Communicative approach in teaching Russian as a foreign language: new resources, new activities. Communication Studies, No. 2, pp. 89-95. Benware, C., Deci, E.L. (1984), Quality of learning with an active versus passive motivational set. American Educational Research Journal, Vol. 21, pp. 755-765. DaVia Rubenstein, L. (2012), Using TED talks to inspire thoughtful practice. The
teacher educator, Vol. 47(4), pp. 261-267. Deci, E.L., Ryan, R.M. (1985), The general causality orientations scale: Self-determination in personality. Journal of research in personality, Vol. 19(2), pp. 109-134. Deci, E.L., Vallerand, R.J., Pelletier, L.G., Ryan, R.M. (1991), Motivation and education: The self-determination perspective. Educational psychologist, Vol. 26(3-4), pp. 325-346.
Field, J. (2002), The changing face of listening. Richards, J.C., Renandya, W.A. (Eds.) Methodology in language teaching: An anthology of current practice, Cambridge, Cambridge University Press, pp. 242-247. Gilmore, A. (2007), Authentic materials and authenticity in foreign language learning. Language teaching, Vol. 40(02), pp. 97-118. Morrow, K. (1977), Authentic texts and ESP. Holden, S. (Ed.) English for Specific Purposes, London, Modern English Publ., pp. 13-17. Peacock, M. (1997), The effect of authentic materials on the motivation of EFL learners. ELT Journal, Vol. 51(2), pp. 144-156. Reinders, H., Cho, M.Y. (2010), Extensive listening practice and input-enhancement using mobile phones: Encouraging out-of-class learning with mobile phones. TESL-EJ, Vol. 14(2), available at: http://tesl-ej.org/wordpress/issues/volume14/ ej54/ej54m2/.
Takaesu, A. (2013), TED talks as an extensive listening resource for EAP students.
Language Education in Asia, Vol. 4(2), pp. 150-162.
ПРЕИМУЩЕСТВА ИСПОЛЬЗОВАНИЯ ВЫСТУПЛЕНИЙ TED КАК АУТЕНТИЧНОГО ЯЗЫКОВОГО УЧЕБНОГО МАТЕРИАЛА
Е.М. Баева
Санкт-Петербургский государственный университет (Санкт-Петербург, Россия)
Аннотация: Мотивация учащихся имеет важное значение в процессе обучения иностранным языкам, и задача преподавателя - повысить заинтересованность и включенность своей аудитории в образовательный процесс. Отчасти благодаря быстро развивающимся инновационным технологиям в наше время многие обычные текстовые задания и учебники устаревают за несколько лет. Необходимо, чтобы современные учебно-методические материалы были актуальными, интерактивными, часто - коммуникативными, отвечающими за-
дачам обучения и целям урока и программы. Описаны преимущества использования публичных выступлений с образовательной онлайн-платфор-мы TED, которые помогают преподавателям формировать учебно-методические материалы нового поколения. За счет своей новизны, актуальности и широты обсуждаемых тем аудио- и видеолекции TED способствуют повышению внутренней мотивации учащихся и делают обучение более эффективным. Автор приводит пример коммуникативных учебных заданий по аудированию и говорению, созданных на основе одной из презентаций.
Ключевые слова: методика преподавания иностранных языков, английский как второй язык, преподавание второго иностранного языка, мотивация, аутентичные тексты, аудирование, практика устной речи, групповая работа, коммуникация на неродном языке.
Для цитирования:
Баева Е.М. Преимущества использования выступлений TED как аутентичного языкового учебного материала // Коммуникативные исследования. 2017. № 3 (13). С. 127-133. DOI: 10.25513/2413-6182.2017.3.127-133. (На англ. яз.).
Сведения об авторе:
Баева Екатерина Михайловна, кандидат филологических наук, доцент кафедры английского языка
Контактная информация:
Почтовый адрес: 199034, Россия, Санкт-Петербург, Университетская наб., 11 E-mail: e.baeva@spbu.ru Дата поступления статьи: 29.05.2017
