Celce Murcia, views on Authenticity

Two perspectives:
1)The type of language used in
classroom and in the learning process

the

2)The tasks employed while learning the

language

A useful redifinition is provided by Ur:

1-Genuine authentic
interaction)

(unadapted

natural

2-Imitation authentic (appr. To real speech

considering learner's level and ability)

Penny Ur: Learners learn best from listening

to speech which, while not entirely
authentic, is an approximation of the real
thing and is planned to take into account
the learners' level of ability and particular
difficulties

Tasks and authenticity:

Tasks must pass the classroom authenticity
test in order to be suitable for learning
purposes.
Tasks must be appropriate and relevant to
the learning situation

Using authentic texts:

Looking at authentic speech in the form of
written transcripts helps students notice
features of oral discourse that they may not
be aware of.
ex. Useful expressions
Connectors usage
Feedback techniques

Students as discourse analysts:

By analysing written transcripts of authentic
speech students may become careful
observers who engage in the collection,
transcription, analysis and subsequent
generation of spoken discourse.

From Corpus to classroom (O'Keefe)

Authenticity of materials for language
teaching and learning.
Authenticity: Relationship between a text
and the response that it triggers in its
immediate audience

Authentic Texts in the Language Classroom

Naturally occuring data can be carefully
chosen and mediated, and then it can be
contextualized by the learner.
The use of the authentic data can actually
facilitate discussion of cultural backgrounds

Authentic texts and motivation:

Authentic data also provide more grounded
motivation because the text is a 'real'
example of the target language.

The native speaker, authentic texts and

language teaching:
Authentic language invokes the idea of
language drawn from sources supplied by
native speakers, research has shown that
language learners regard the approximation
to native speaker English as a main goal in
the language learning process.

Authentic spoken language in the classroom

What we find in spoken corpora is messy,
variable, anomalous (in terms of
conventional rules) and embedded in the
moment-by-moment contingencies of face
to face interaction

Authentic spoken texts and anxiety:

But all these characteristics point to the
flexibility of form that means that learners
need to be less subject to the stresses of
constructing well-formed sentences when
engaging in a conversation in L2.

The cognitive demands of speaking in real

time are heavy enough without having to
stop to make everything conform to what
we find in writing

So...
With enough exposure to authentic listening
texts students may acquire a more relaxed
attitude towards the use of grammar in the
spoken contexts, especially informal ones..

Developing awareness:
Awareness of what one is likely to hear is
always helpful. Listening to authentic
language whether in naturally occuring
recorded conversations or in media
broadcasts and films combined with the
appropriate tasks raises awarenes

Listening to authentic language and

tasks:
The aim should be
Listening for something rather than listening
to something

Listening subskills and authentic texts:

Listening involves making sense of the meaningful
sounds of language. We do this by using context and
our knowledge of language and the world.
Ways of listening:
(Subskills)
Listening for gist
Listening for specific information
Listening for detail
Listening for attitude
*Extensive listening

Underwood offers the following

typology of listening activities

Pre-Listening Activities

Looking at pictures and talking about them

Looking at a list of items/thoughts/etc.
Making lists of possibilities/ideas/suggestions, etc
Reading a text
Reading through questions (to be answered while listening)
Labelling
Completing part of a chart
Predicting/speculating
Pre-viewing language
Informal teacher talk and class discussion

WHILE-LISTENING ACTIVITIES
Marking/checking items in pictures
Matching pictures with what is heard
Storyline picture sets
Putting pictures in order
Completing pictures
Picture drawing
Carrying out actions
Making models/arranging items in patterns
Following a route
Completing grids
Form/chart completion
Labelling
Using lists
True/false
Multiple-choice questions
Text completion (gap-filling)
Spotting mistakes
Predicting
Seeking specific items of information

Post-Listening Activities

Form/chart completion
Jigsaw listening
Extending lists
Identifying relationships between speakers
Sequencing/grading
Establishing mood/attitude/behaviour of the
speaker
Matching with a reading text
Role play/simulation

Micro-teaching (25%)
In pairs, plan and teach a 45 min task-based lesson.
Content: Past Simple (Irregular Verbs)
You must include:
a)ICTs.
b)Authentic material
You can work with your prefered level and age-group.
You must submit a written report (including introduction/
conclusion) explaining why the material, task(s)
and technology chosen are effective considering your
objectives. You must also include the lesson plan.