AUTHENTIC MATERIALS IN TEFL

Introduction

Authentic materials and their use in teaching English as a foreign language has been a topic of discussion over the years. Research has been conducted stating that authentic materials are linked to the motivation of learners. Yu Hsiao-Chen (2006) suggests that such materials motivate learners as they create interest and are more stimulating. However, some studies have shown a different view and have claimed that authentic materials have the opposite effect on learners since they can be difficult to understand (Yu Hsiao-Chen, 2006). The purpose of this study is to address the different types of authentic materials and their use in the TEFL environment, focusing on their advantages and disadvantages. 

Authentic Materials Definition

According to the article Authentic Materials: An Overview (2002) by Alejandro G. Martinez, authentic or contextualized materials are defined as real-life materials “that a student encounters in everyday life but that weren’t created for educational purposes” (Martinez, 2002). The different types of authentic material include newspapers magazines, and Web sites, as well as driver’s manuals, utility bills, pill bottles, and clothing labels (Martinez, 2002). Authentic materials are written texts that are created for the native language speaker in its original form without making any changes to the document (Martinez, 2002). However, it must be noted that authentic materials are not the same as created materials, which are specially created for use in the classroom and have been changed and adapted to suit the lesson.

Advantages

The use of authentic materials in a TEFL classroom has many positive points that are beneficial to a student’s learning process. One advantage when using authentic texts, according to Martinez (2002), is that students are exposed to real language, compared to textbooks that do not contain incidental or improper English. Video clips of interviews or movies are some examples that give students that exposure to the language in its everyday form. Authentic materials also give students an insight to current world events; therefore, they contain a fair amount of educational value (Martinez, 2002). As educators, it is the teachers’ responsibility to ensure that education and general development are a part of the students’ learning process (Sanderson, 1999, as cited in Martinez, 2002). Another advantage of incorporating authentic materials in TEFL classrooms is that the same text is not limited to one purpose but can also be used for a number of activities and tasks (Martinez, 2002) which supports a more creative approach to teaching (Richard, 2001, as cited in Kilickaya, 2004). For example, a newspaper clipping can be used for a reading exercise during the study stage of a lesson, or for an activate stage activity where students can create their own advertisements. Authentic texts contain a wide range of text styles, genres, and language styles that are not commonly found in standard teaching materials (Martinez, 2002), so students remain interested and motivated to continue learning. Lastly, authentic materials also encourage students to read for pleasure as they may include topics that interest the students (Martinez, 2002), as well as expand their range of vocabulary. We can see that including authentic texts in a TEFL environment proves to have various advantages to a students learning development, however, there are some unavoidable problems to this topic as well.

Disadvantages

Though there may be various advantages to using authentic materials in TEFL, there are a few negative aspects as well. Martinez (2002) states that one disadvantage of this practice is that authentic texts may be too culturally biased, therefore, learning these materials outside the language community would be quite difficult. Another disadvantage that Martinez (2002) mentions is that some vocabulary used in authentic texts may not be suited to the language level or needs of the students. Lower level learners may find it difficult in understanding the many structures of the text (Martinez, 2002). When using authentic texts for listening exercises, the different accents of the speakers may be hard to understand and decipher as well (Martinez, 2002). Therefore, when using authentic materials it would be wise to consider these negative points before choosing the type of text to use.

Conclusion

In conclusion, it is clear to see there are a variety of both advantages and disadvantages concerning the use of authentic in TEFL classrooms. However, I think that the positives outweigh the negatives in that authentic materials are more interesting and motivating for students, allowing them to experience the ‘real’ language of English.