Celce Murcia, views on AuthenticityCelce Murcia, views on Authenticity

Two perspectives:Two perspectives:

1)The type of language used in the1)The type of language used in theclassroom and in the learning processclassroom and in the learning process

2)The tasks employed while learning the2)The tasks employed while learning thelanguagelanguage

A useful redifinition is provided by Ur:A useful redifinition is provided by Ur:

1-Genuine authentic (unadapted natural1-Genuine authentic (unadapted naturalinteraction)interaction)

2-Imitation authentic (appr. To real speech2-Imitation authentic (appr. To real speechconsidering learner's level and ability)considering learner's level and ability)

Penny Ur: “Learners learn best from listeningPenny Ur: “Learners learn best from listeningto speech which, while not entirelyto speech which, while not entirely

authentic, is an approximation of the realauthentic, is an approximation of the realthing and is planned to take into accountthing and is planned to take into accountthe learners' level of ability and particularthe learners' level of ability and particular

difficulties”difficulties”

Tasks and authenticity:Tasks and authenticity:

Tasks must pass the classroom authenticityTasks must pass the classroom authenticitytest in order to be suitable for learningtest in order to be suitable for learningpurposes.purposes.

Tasks must be appropriate and relevant toTasks must be appropriate and relevant tothe learning situationthe learning situation

Using authentic texts:Using authentic texts:

Looking at authentic speech in the form ofLooking at authentic speech in the form ofwritten transcripts helps students noticewritten transcripts helps students notice

features of oral discourse that they may notfeatures of oral discourse that they may notbe aware of.be aware of.

ex. Useful expressionsex. Useful expressionsConnectors usageConnectors usage

Feedback techniquesFeedback techniques

Students as discourse analysts:Students as discourse analysts:

By analysing written transcripts of authenticBy analysing written transcripts of authenticspeech students may become carefulspeech students may become careful

observers who engage in the collection,observers who engage in the collection,transcription, analysis and subsequenttranscription, analysis and subsequent

generation of spoken discourse.generation of spoken discourse.

From Corpus to classroom (O'Keefe)From Corpus to classroom (O'Keefe)Authenticity of materials for languageAuthenticity of materials for language

teaching and learning.teaching and learning.

Authenticity: “Relationship between a textAuthenticity: “Relationship between a textand the response that it triggers in itsand the response that it triggers in itsimmediate audience”immediate audience”

Authentic Texts in the Language ClassroomAuthentic Texts in the Language Classroom

““Naturally occuring data can be carefullyNaturally occuring data can be carefullychosen and mediated, and then it can bechosen and mediated, and then it can be

contextualized by the learner”.contextualized by the learner”.

““The use of the authentic data can actuallyThe use of the authentic data can actuallyfacilitate discussion of cultural backgrounds“facilitate discussion of cultural backgrounds“

Authentic texts and motivation:Authentic texts and motivation:

Authentic data also provide more groundedAuthentic data also provide more groundedmotivation because the text is a 'real'motivation because the text is a 'real'

example of the target language.example of the target language.

The native speaker, authentic texts andThe native speaker, authentic texts andlanguage teaching:language teaching:

““Authentic language invokes the idea ofAuthentic language invokes the idea oflanguage drawn from sources supplied bylanguage drawn from sources supplied bynative speakers, research has shown thatnative speakers, research has shown that

language learners regard the approximationlanguage learners regard the approximationto native speaker English as a main goal into native speaker English as a main goal in

the language learning process.the language learning process.

Authentic spoken language in the classroomAuthentic spoken language in the classroom

““What we find in spoken corpora is messy,What we find in spoken corpora is messy,variable, anomalous (in terms ofvariable, anomalous (in terms of

conventional rules) and embedded in theconventional rules) and embedded in themoment-by-moment contingencies of facemoment-by-moment contingencies of face

to face interaction”to face interaction”

Authentic spoken texts and anxiety:Authentic spoken texts and anxiety:

““But all these characteristics point to theBut all these characteristics point to theflexibility of form that means that learnersflexibility of form that means that learnersneed to be less subject to the stresses ofneed to be less subject to the stresses ofconstructing well-formed sentences whenconstructing well-formed sentences when

engaging in a conversation in L2”.engaging in a conversation in L2”.

““The cognitive demands of speaking in realThe cognitive demands of speaking in realtime are heavy enough without having totime are heavy enough without having tostop to make everything conform to whatstop to make everything conform to what

we find in writing “we find in writing “

So...So...With enough exposure to authentic listeningWith enough exposure to authentic listening

texts students may acquire a more relaxedtexts students may acquire a more relaxedattitude towards the use of grammar in theattitude towards the use of grammar in thespoken contexts, especially informal ones..spoken contexts, especially informal ones..

Developing awareness:Developing awareness:

Awareness of what one is likely to hear isAwareness of what one is likely to hear isalways helpful. Listening to authenticalways helpful. Listening to authentic

language whether in naturally occuringlanguage whether in naturally occuringrecorded conversations or in mediarecorded conversations or in media

broadcasts and films combined with thebroadcasts and films combined with theappropriate tasks raises awarenesappropriate tasks raises awarenes

Listening to authentic language andListening to authentic language andtasks:tasks:

The aim should beThe aim should be

““Listening for something rather than listeningListening for something rather than listeningto something”to something”

Listening subskills and authentic texts:Listening subskills and authentic texts:

‘Listening involves making sense of the meaningful ‘Listening involves making sense of the meaningfulsounds of language. We do this by using context andsounds of language. We do this by using context and

our knowledge of language and the world.our knowledge of language and the world.

Ways of listening:Ways of listening:(Subskills)(Subskills)

Listening for gistListening for gistListening for specific informationListening for specific informationListening for detailListening for detailListening for attitudeListening for attitude

*Extensive listening*Extensive listening

Underwood offers the followingUnderwood offers the followingtypology of listening activitiestypology of listening activities

Pre-Listening ActivitiesPre-Listening Activities

Looking at pictures and talking about themLooking at a list of items/thoughts/etc.Making lists of possibilities/ideas/suggestions, etcReading a textReading through questions (to be answered while listening)LabellingCompleting part of a chartPredicting/speculatingPre-viewing languageInformal teacher talk and class discussion

WHILE-LISTENING ACTIVITIESWHILE-LISTENING ACTIVITIES

Marking/checking items in picturesMatching pictures with what is heardStoryline picture setsPutting pictures in orderCompleting picturesPicture drawingCarrying out actionsMaking models/arranging items in patternsFollowing a routeCompleting gridsForm/chart completionLabellingUsing listsTrue/falseMultiple-choice questionsText completion (gap-filling)Spotting mistakesPredictingSeeking specific items of information

Post-Listening ActivitiesPost-Listening Activities Form/chart completionForm/chart completion Jigsaw listeningJigsaw listening Extending listsExtending lists Identifying relationships between speakersIdentifying relationships between speakers Sequencing/gradingSequencing/grading Establishing mood/attitude/behaviour of theEstablishing mood/attitude/behaviour of the

speakerspeaker Matching with a reading textMatching with a reading text Role play/simulationRole play/simulation

Micro-teaching (25%)Micro-teaching (25%)In pairs, plan and teach a 45 min task-based lesson.In pairs, plan and teach a 45 min task-based lesson.

Content: Past Simple (Irregular Verbs)Content: Past Simple (Irregular Verbs)You must include:You must include:a)ICTs.a)ICTs.b)Authentic materialb)Authentic material

You can work with your prefered level and age-group.You can work with your prefered level and age-group.You must submit a written report (including introduction/You must submit a written report (including introduction/conclusion) explaining why the material, task(s)conclusion) explaining why the material, task(s)and technology chosen are effective considering yourand technology chosen are effective considering yourobjectives. You must also include the lesson plan.objectives. You must also include the lesson plan.