Using Authentic Materials

ENGLISH FOR SPECIFIC PURPOSES

 Today we will:
• Define authentic text/material
• Give some advantages and disadvantages
of using authentic materials
• Explain what a teacher should consider before
using an authentic material
 Introduction
Authentic materials are those that involve language used
naturally in native-speaker contexts, such as newspaper
reports, magazine articles, advertisements, recipes, and
horoscopes. While many teachers agree that authentic
materials are beneficial for language learning, there is less
consensus on when and how they should be introduced in
the classroom. The text also emphasizes the need for caution
in using authentic materials.
What is authentic material?
- Authentic materials expose learners to real language used in
its own community.
- Harmer (1991) defines authentic texts as materials
designed for native speakers, not for language students.
- Jordan (1997) refers to authentic texts as texts not written
for language teaching purposes.
- Nunan and Miller (1995) define authentic materials as those
not created or edited expressly for language learners.
- Everyday objects in the target language qualify as authentic
materials.
 What is authentic material?
- In-house produced materials have greater face validity and are
specific to unique learning situations (Robinson, 1991).
- Authentic materials differ from teacher-written textbooks in
organization, vocabulary choices, and grammatical structures.
- Authentic materials increase student motivation and expose them
to the real language (Guariento & Morley, 2001).
- They are materials used in the target culture for actual
communicative needs.
Sources of Authentic material
LITERATURE
In using literature, the focus should be on teaching language, not
literature. In other words, the idea should be using literary texts as
one kind among other texts. With that in mind, the tasks should aim
at meaning and not form, especially literary form or stylistics.
Sources of Authentic material
Computer Software
While software designed for English instruction has faced criticism from
teachers advocating for a humanistic approach to language teaching, not
all computer-guided drills are seen as detrimental to EFL (English as a
Foreign Language) teaching. Adventure games, for instance, require
learners to uncover clues and solve mysteries, fostering reading skills
alongside multimedia engagement with sounds, speakers of various ages
and accents, and high-quality images. These games encourage
interaction among students, who can play in pairs or groups, discussing
their next moves as part of the learning process. Additionally, they
promote computer literacy, a crucial skill in today's world.
Sources of Authentic material
The Internet
The World Wide Web has provided teachers with an abundance of
resources such as texts, visual stimuli, newspapers, magazines, live radio
and TV, video clips, and more, making it an invaluable tool for language
classrooms. While there are countless materials available, newspapers and
radio stations are particularly noteworthy. It's essential that students are
given tasks with real-world connections rather than simply being asked
to read text online. Activities such as treasure hunts and information
searches are highly beneficial, especially as more websites offer
interactive sections. These tasks not only engage students but also make
the learning experience more meaningful and relevant.
 Authentic Tasks
Want Adverts
A series of 4-5 want adverts can be used with adults in the
following way: beginners are asked to say which of the jobs they
could qualify for, intermediate students can write an application
letter or write a Curriculum Vitae, and advanced students may
discuss who in the class could qualify for the job and why, re-
write the adverts or role-play job interviews.
 Authentic Tasks
Treasure Hunt
Students get a news or magazine article and a sheet of paper
with a series of questions so that they look for certain items:
dates, events, people involved, etc.
Menus
Students willingly get involved in a role-play where one is a
waiter/tress and 2-3 students are the customers, provided they
have been supplied with the necessary functions and structures
to carry out such task, i.e. sentences such as: "What would you
like?", "I'll have...", "Anything else?", and so on The menus have
great potential as authentic material.
 Authentic Tasks
Adverts in Magazine
Guessing the Product: In this task, the teacher cuts out advertisements from
magazines, hides the products being advertised and shows them to learners one
by one to see if they can guess what product is being advertised. To practice
specific vocabulary, the teacher gives learners three or four options per advert.
A second example involving magazine advertisements is the following: Students
are set in groups of 3-4 and get some 4 adverts. They are to imagine they are
working for an advertising agency and compare the adverts taking into account
the texts and the photographs. Students are to decide which the best is and
which the worst is. Then they re- design the worst ad, including the text. Ads
with short texts are used with basic students, whereas those containing more
complex texts are for intermediate or advanced students.
 Authentic Tasks
The Agony Column
Four or five letters to the agony column are cut in half and pasted onto cards. Students
work in pairs or groups of three and match the beginnings with the corresponding
endings of the letters, and they match the corresponding answer to each letter.
Word of Caution
Morrow (1992) advises educators to carefully consider the suitability of authentic
materials collected by them before using them in the classroom. He suggests using a
four-question checklist to ensure the appropriateness of the materials for the intended
learning experience. These questions include: (a) What is the material about? (b) Why
was the material designed? (c) Who was the material produced for? and (d) How was
the material produced? By answering these questions satisfactorily, educators can
determine whether the material is suitable for incorporation into their teaching.
 Authentic Tasks
• Travel Brochures
• In a classroom activity, students are organized into groups of 4-5 and given travel
brochures featuring interesting places. Their task is to create a fictitious brochure for an
invented location, blending various characteristics from different places, such as typical
foods, attractions like theme parks, and popular beverages. This exercise not only makes
individual lessons more engaging but also demonstrates how language constructs can be
used in different contexts. Authentic materials like advertisements, instruction manuals, and
video clips are used to teach language points such as commands and greetings, making it
easier for students to remember and understand these concepts. Furthermore, consistent
use of authentic materials helps students stay connected to the language's reality and
culture, allowing them to envision themselves as part of the language community. For
instance, instead of translating food vocabulary, teachers can introduce it through
authentic menus, helping students deduce meanings from context. This vocabulary is then
used in communicative exercises, exposing students to typical ethnic foods and
promoting language acquisition in a real-world context.