Authentic Materials in the Foreign Language Classroom: Teachers and Students’ Attitudes and Dispositions
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Published:
Dec 31, 2024
Keywords:
Authentic Materials, EFL Teachers, EFL Students, Teachers’ Attitudes, Students’ Attitudes
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Abstract
It is quite common that the non-authentic frameworks where foreign language teachers could find themselves faced by manufactured pedagogical materials in foreign language classrooms, may seem artificial and unrealistic to both teachers and students, questioning whether learners are being prepared appropriately for communicative real life contexts in the modern time societies. The present study, then, represents a small-scale attempt to explore teachers and students’ attitudes and dispositions towards the use of authentic materials in the Algerian University. To this end, 87 first year LMD students as well as 06 EFL teachers from the English Department at Blida 2 University took part in the study. The findings from semi-structured interviews, surveys, and class observation, showed that nearly most participant teachers and students welcomed the idea of using less contrived and more realistic materials in the foreign language classes. In addition, both EFL teachers and students hold positive attitudes towards the valuable language opportunities that authentic materials could offer to meet the realness of the real world outside the foreign language class, which would positively affect the students’ foreign language skill
Article Details
How to Cite
SOLTANI, S., & BRAKNI, D. (2024). Authentic Materials in the Foreign Language Classroom: Teachers and Students’ Attitudes and Dispositions. ALTRALANG Journal, 6(2), 323-337. https://doi.org/10.52919/altralang.v6i2.490
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LICENSE: This work is licensed under a Creative Commons CC BY 4.0 license
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References
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• Deem, R., Hillyard, S., Reed, M., & Reed, M. (2007). Knowledge, higher education, and the new managerialism : The changing management of UK universities. Oxford University Press.
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• Ferris, D. (1998). Students’ views of academic aural/ oral skills: A comparative needs analysis. Tesol Quarterly, 32(2), 289-316.
• Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353.
• Guo, N. And Wills, R. (2006). An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement. Aer Journal,1-16.
• Harmer, J. (1994). The practice of English Language Teaching. London: Longman.
• Hedge, T. (2001). Teaching and Learning in the language Classroom. Vol. 106. Oxford, Uk: Oxford University Press.
• Herron, C. A., & Seay, I. (1991). The effect of authentic oral texts on student listening comprehension in the foreign language classroom. Foreign Language Annals, 24(6), 487-495.
• Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10(7), 1-6.
• Kim, D. (2000). A qualitative approach to the authenticity in the foreign language classroom: a study of university students learning English in Korea. Texas Papers in Foreign Language Education, 5 (1), 189-205.
• Kramsch, Claire. (1995). Context and culture in language teaching. Oxford University Press, 1993.
• Lee, W. (1995). Authenticity revisited: text authenticity and learner authenticity. ELT Journal, 49 (4), 323-328.
• Maroko, G.M. (2010). The authentic materials approach in the teaching of functional writing in the classroom.
• Martinez, A. (2002). Authentic materials: an overview.” Karen's Linguistic Issues. 1.
• Mc Grath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University press.
• McNeill, A. (1994). What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television. Papers presented at the Annual International Language in Education Conference, Hong Kong.
• Miller, L. (2003). Developing listening skills with authentic materials. ESL Magazine, 6(1), 16-19.
• Miller, M. (2005). Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan. Masteral thesis, University of Surrey, Guildford, UK.
• Nunan, D. (1985). Content familiarity and the perception of textual relationships in second language reading. RELC journal, 16(1), 43-51.
• Otte, J. (2006). Real language to real people: a descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult ESL students enrolled in an advanced ESL listening course. Diss Loyola University, Chicago.
• Polio,C. (2014). Using authentic materials in the beginning language classroom. Center of Language Education and research, 18(1), 1-8.
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• Shrum, J., Glisan, E. W. (2015). Teacher’s handbook: Contextualized language instruction. Cengage Learning.
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• Taylor, D. (1994). “Inauthentic Authenticity or Authentic Inauthenticity?” TESL-EJ 1(2),1- 11.
• Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom. Diss.Virginia Polytechnic Institute and State University.
• Tomlinson, B. (2012). “Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
• Tomlinson, B. (2013). Applied linguistics and materials development. A&C Black.
• Tomlinson, B., & masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.
• Widdowson, H. G. (2000). “On the limitations of linguistics applied.” Applied linguistics, 21(1), 3-25.
• Yano, Y., Long, M., & Ross, S. (1994). “The effects of simplified and elaborated texts on foreign language reading comprehension.” Language Learning 44(2), 189-219.
• Bacon, S. M., & Finnemann, M. D. (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.
• Baiget, E., Cots, J.M., Irun, M. (2000).La cortesia en català i angles. Perera, J. 140-155.
• Bamford, J., & Day, R. R. (1998). Teaching reading. Annual review of applied linguistics 18, 124-141.
• Berardo, S. (2006). The use of authentic materials in the teaching of reading.” The Reading Matrix, 6 (2), 60-69.
• Byram, M. (1997). Teaching and assessing intercultural communicative competence. (Multilingual Matters). Multilingual Matters.
• Charlene Polio. (2014). Using authentic materials in the beginning language classroom.” Center for Language Education and Research ,18(1), 1-8.
• Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
• Deem, R., Hillyard, S., Reed, M., & Reed, M. (2007). Knowledge, higher education, and the new managerialism : The changing management of UK universities. Oxford University Press.
• Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
• Ferris, D. (1998). Students’ views of academic aural/ oral skills: A comparative needs analysis. Tesol Quarterly, 32(2), 289-316.
• Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353.
• Guo, N. And Wills, R. (2006). An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement. Aer Journal,1-16.
• Harmer, J. (1994). The practice of English Language Teaching. London: Longman.
• Hedge, T. (2001). Teaching and Learning in the language Classroom. Vol. 106. Oxford, Uk: Oxford University Press.
• Herron, C. A., & Seay, I. (1991). The effect of authentic oral texts on student listening comprehension in the foreign language classroom. Foreign Language Annals, 24(6), 487-495.
• Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10(7), 1-6.
• Kim, D. (2000). A qualitative approach to the authenticity in the foreign language classroom: a study of university students learning English in Korea. Texas Papers in Foreign Language Education, 5 (1), 189-205.
• Kramsch, Claire. (1995). Context and culture in language teaching. Oxford University Press, 1993.
• Lee, W. (1995). Authenticity revisited: text authenticity and learner authenticity. ELT Journal, 49 (4), 323-328.
• Maroko, G.M. (2010). The authentic materials approach in the teaching of functional writing in the classroom.
• Martinez, A. (2002). Authentic materials: an overview.” Karen's Linguistic Issues. 1.
• Mc Grath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University press.
• McNeill, A. (1994). What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television. Papers presented at the Annual International Language in Education Conference, Hong Kong.
• Miller, L. (2003). Developing listening skills with authentic materials. ESL Magazine, 6(1), 16-19.
• Miller, M. (2005). Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan. Masteral thesis, University of Surrey, Guildford, UK.
• Nunan, D. (1985). Content familiarity and the perception of textual relationships in second language reading. RELC journal, 16(1), 43-51.
• Otte, J. (2006). Real language to real people: a descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult ESL students enrolled in an advanced ESL listening course. Diss Loyola University, Chicago.
• Polio,C. (2014). Using authentic materials in the beginning language classroom. Center of Language Education and research, 18(1), 1-8.
• Porter, D., & Roberts, J. (1981). Authentic listening activities1. ELT journal, 36 (1), 37-47.
• Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover—ISBN-0-521-32216-2; paperback-ISBN-0-521-31108-X).
• Rogers, C. and Medley, F. (1988). Language with A Purpose: Using Authentic Materials in the Foreign Language Classroom. Foreign Language Annals, 21(5),467–478.
• Shrum, J., Glisan, E. W. (2015). Teacher’s handbook: Contextualized language instruction. Cengage Learning.
• Soliman, E. M. (2013). Libyan teachers’ Attitudes and Believes Regarding the Use of EFL Authentic Materials within Reading Lessons at Universities Levels in Libya. International Journal of Learning and Development, 3.5, 121-129.-121
• Tatsuki, D. (2006). “What is authenticity.” The language teacher, 16.(5),17-21.
• Taylor, D. (1994). “Inauthentic Authenticity or Authentic Inauthenticity?” TESL-EJ 1(2),1- 11.
• Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom. Diss.Virginia Polytechnic Institute and State University.
• Tomlinson, B. (2012). “Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
• Tomlinson, B. (2013). Applied linguistics and materials development. A&C Black.
• Tomlinson, B., & masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.
• Widdowson, H. G. (2000). “On the limitations of linguistics applied.” Applied linguistics, 21(1), 3-25.
• Yano, Y., Long, M., & Ross, S. (1994). “The effects of simplified and elaborated texts on foreign language reading comprehension.” Language Learning 44(2), 189-219.