Authentic Materials: Selection and Implementation in Exercise Language Training  

Oleh:

Dumitrescu, Valeriu

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 38 no. 2 (Apr. 2000), page 1-4.
Topik: ESP; Language Training; English for Specific Purposes
Fulltext: Authentic Materials Selection and Implementation in Exercise Language Training.pdf (279.67KB)

Isi artikel

In the course of the last ten years, the use of authentic materials has become increasingly popular in learning situations that range from traditional intensive ESL to language training for professionals. Particularly in the latter setting, many instructors are starting to recognize the possibilities offered by material that is not bound by textbook format limitations and can be applied to multiple tasks and learning objectives. Authentic materials, when appropriately selected and implemented, can be used to develop tasks that depart from formulaic language learning and provide a bridge between the linguistic skills of learners and their professional knowledge goals. Such materials, in their various formats, can provide a wealth of linguistic and conceptual content to learners who are focused on specific applications of their linguistic skills. The field of English for Specific Purposes (ESP), by its narrowly defined nature, requires the use of content materials that are not always constructed for the purpose of language learning. In seeking to identify and implement the most useful and relevant material for ESP courses, instructors need to design and organize classroom tasks that material for ESP courses, instructors need to design and organize classroom tasks that facilitate a sequence of information gathering, processing and presentation. The use of authentic materials in the language classroom presents instructors with several challenges. One such challenge is development of effective research skills required to manage the vast amount of information available in written, spoken, or multimedia format. An additional challenge is the selection of material most appropriate to the objectives of a curriculum, a course, or even a single task. A third challenge is the implementation of materials and the subsequent demands of flexibility and adaptation of instruction that may not be confined to a traditional classroom setting.

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