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458Using authentic materials in EFL classroom-literature review
M.Juraeva, Uzbekistan state university of world languages G.Abdukadirova, Uzbekistan state university of world languages
Abstract - This review article consists of analysis of researches which have been done on the topic of using authentic materials in EFL classrooms in the last two decades. Based on the works of researchers and scientists published on the topic learned seven research papers, a case study and a review were analyzed. The potential of this topic was studied and the works that should be done in order to improve its effectiveness were clarified.
Keywords - authentic materials, textbooks, EFL, appropriate materials, native.
Introduction
The term authentic by definition means that done or made in an original way and at the same time authentic materials can be defined in a various ways in different spheres. The term is still being discussed topic among pedagogues and researchers who give variety definitions on which can be named as authentic materials.
Morrow defines authentic text as a stretch of real language, produced by a real speaker or writer for real audience and designed to convey a real message of some sort. It is also stated by Bacon and Finnemann that text that are made by native language users on the purpose of using in different scopes but not on teaching purpose. I suppose that these two definitions stated by Morrow, Bacon and Finnemann are completely suitable to define the topic.
In today's globalizing era the importance of educational quality that needs to be modernized is more compulsory than ever before. To reach this quality, more effective, creative and valid approaches should be taken. As well as, regarding the language learning classes, authentic atmosphere of target language should be created with the usage of authentic materials. The gap between authentic language and textbook is highly recognizable. As once Lavina Nadgar stated students will have the opportunity to read information that can reflect the real language which the native speakers use in their speech and also students would like to be similar in many cases as native language users, including, pronunciation, comprehension and speed of the speech. In short, in the words of Crystal and Davy "far away from that real,
informal kind of English which is used very much more than any other during a normal speaking lifetime". So if the language learning process is continued with the only means of textbooks it may take a lifelong learning to master the target language.
Benefits of using authentic materials in language skills
Students surely benefit to enhance their all four aspects with the usage of authentic materials. According to Aytunga Oguz and H.Ozge Bahar authentic materials can be grouped because of their characteristics. They classify these materials into four group:
• Listening and watching: movies, cartoons, quiz shows, music, documentary films;
• For visual: pictures, photos, postcards, posters;
• For reading: novels, newspaper articles, research papers, brochures;
• Real materials that can be used in language classes: dolls, puppets, masks.
But, not all of these materials could be appropriate to use. Sometimes, one of the authentic materials should be chosen to enhance language skills according to the aim of the lesson.
Sh.Ahmed recommends, such different media resources as, BBC news, talk shows and films to improve listening skill; question and answers with sample answers for speaking; magazines, leaflets, etc. for reading skills.
Morley proposes following activities to improve listening skills:
• Repeating what we hear;
• Answering the questions which we listened;
• Doing activities based on listening;
• Listening for interaction;
I believe that these activities are fruitful regarding, listening skill. To elevate speaking authentic materials are very handful. For example, after watching a movie continuously repeating the helps students use correct pronunciation, intonation and pause in their next speeches.
How and when to start using authentic materials
F.Klickaya claims that authentic materials should be used in an upper-intermediate level as they have stored basic essential vocabulary and grammatical structures to understand the things related to the target language. Guariento and Morley have the same attitudes like F.Klickaya's. They explain that the usage of these materials with low-level students can cause to lose motivation to learn the language and anxiety as they have lack of vocabulary and do not have enough knowledge in grammatical structures. But does it mean that it should not be applied for elementary learners? I believe the opinions presented above are completely true. Because such authentic materials as, films, talk shows, or radio news are too difficult to catch due to variety of accents, dialects, speed and pronunciation of speech. However, it does not mean it should be banned to use real English materials in low-level classes. They can be used to explain, to make the topic more clear and also to motivate students to learn.
How to select authentic materials?
According to some researches even authentic materials should be selected appropriately as they are endless on type. According to Sacha Anthony Berardo the most commonly used resources are media: films, TV, videos, magazines, newspaper and books. He states that among all sources internet is the one which is widely used. Even using the radio is easy, but understanding it is difficult. On this occasion pictures and movies are the most fruitful. When press dates quickly, the information in mass media is constantly renewed. Also, from a financial point of view internet is cheaper than the paper one: easy to find and purchase. I am
for this opinion. In addition to this, using movie technique is highly recommended to enhance vocabulary, comprehension and pronunciation.
Fahria Malabar stated selection of the materials should be according to some criteria. As far as he is concerned the first important thing that should be considered is pupils' needs. The next one is their level. The third, fourth and the last things to consider are course objective, language level and the quality of the material relatively. In my opinion this criteria is considerable true as it includes all spheres of language teaching and language learning. To this list also I would add students' goals. Because as far as teacher knows students' interests and goals he/she can select the most appropriate materials for them.
Conclusion
The literature review does not cover all features of authentic materials usage in EFL classrooms. This project is widely open for further researches. As an example, there are still drawbacks in educational institutes to implement authentic materials actions for practical approaches. As well as, searching and making them available for the objective of the lessons require ones to spend a lot of time. Also, teachers' lack of awareness with the recent researches make useful discoveries "lingua in articles" rather than using them at lessons.
It can be concluded that learning with authentic materials has some basic features:
• Converting lessons to real life experiences (both useful in education and insight the real life situations);
• Working together cooperatively(not teacher centered);
• Non-stop learning process (both at home and educational institutes);
Thus, this approach help learners to be more creative, developed and aware of social issues, situations and communication.
In the search for finding out the answers of the questions regarding the topic, it is clear that for professional development in language learning and teaching in education, more dedication and interest are required from teachers to create lively, real environment and to make students
enthusiastic, passionate and motivated in the appropriately to the lesson, the result will be as class. If authentic materials are implemented intended.
References
[1] Morrow, K. (1977). Authentic texts and ESP. In S. Holden (Ed.), English for Specific Purposes (pp. 13-17). London: Modern English Publications.
[2] Bacon, S. & Finnemann, M. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The Modern Language Journal 74.4, 459-473.
[3] Lavina Nadgar (2017). The benefits of using authentic materials in the ESP classroom. Case study
[4] Crystal, D. & Davy, D. (1975). Advanced conversational English. Harlow: Longman.
[5] Oguz, A. & Bahar, H.O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of Social Science 5(4), 328-336.
[6] Oguz, A. & Bahar, H.O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of Social Science 5(4), 328-336.
[7] Ahmed, Sh. (2017). Authentic ELT materials in the language classroom: an overview. Journal of applied linguistics and language research 4(2), 181-202.
[8] Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal 55.4, 347-353.
[9] Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10 (7).
[10] Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal 55.4, 347-353.
[11] Berardo, S.A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
[12] Malabar, F. (2017). The use of authentic materials in teaching grammar for EFL students (Teachers' perspective)LLT Journal, 19(2).
[13] Crystal, D. & D. Davy (1975). Advanced conversational English.Harlow: Longman.
[14] Hughes, R. & McCarthy, M. (1998). From sentence to discourse: Discourse grammar and English language teaching. TESOL Quarterly 32.2, 263-287.
[15] Bouton, L.F. (1996). Pragmatics and language learning.
[16] Bouton, L.F. (ed.), Pragmatics and language learning (vol.7). Urbana-Champaign, IL: University of Illinois, Division of English as an International Language, 1-20.
[17] Ozkan, B. (2001). The efficiency of authentic activities and material use in constructivist learning environment.
[18] Oguz, A. & Bahar, H.O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of Social Science 5(4), 328-336.
