This week’s article, “Text and task authenticity in the EFL classroom” by Guariento and Morley, highlighted some key points regarding the integration of authentic tasks in the language classroom and specifically addressed the question of whether authentic material can be simplified to meet the needs of lower level learners without losing its authenticity (pg. 348). Authentic texts are used in the communicative teaching approach to help connect classroom tasks with real world tasks and to help motivate students by putting them “in touch with a living entity, the target language as it is used by the community which speaks it (pg. 347).” As most of us know, finding authentic texts for immediate and advanced learners is fairly easy; however, when it comes to finding material that is authentic, yet simple enough for beginning level students, and motivational (cognitively stimulating) can be a challenge. The article states if authentic texts aren’t chosen appropriately with regards to lexical/syntactic simplicity and/or content familiarity, they can actually demotivate the students (pg. 348).
The authors offer us an alternative approach … emphasize the development of strategic competencies (language learning strategies) with the goal of partial comprehension (pg. 348). They justify this with the fact that this is what happens in reality (pg. 348). I agree with this as long as the authentic material is at a level that can be supported through scaffolding and, in Vygotsky’s terms, is within their “zone of proximal development”. In fact, I personally believe that content should be slightly above one’s language level in order to keep them motivated and challenged. In my own learning, I have found that I tend to work up to the level of my peers (the social organization in which I’m placed). I suppose this is somewhat similar to Vygotsky’s theory of social development.
The article goes on to talk about how one should not only focus on the authenticity of material used in the classroom but how it is used. Guariento and Morely outline four views regarding task authenticity: 1) authenticity through a genuine purpose, 2) authenticity through real world targets, 3) authenticity through classroom interaction and 4) authenticity through engagement (pg. 349-350). Before reading this article, I would have considered the first three views of authenticity; however, I had not considered authenticity through engagement before. I agree with the article in that this type of authenticity is the most important; “for unless a learner is somehow ‘engaged’ by the task, unless they are genuinely interested in its topic and its purpose, and understand its relevance, then the other types of authenticity may count for very little (pg. 350-351).” This view supports a throughout needs analysis and understanding of the learner. It also supports the development of independent learners, those who can understand and control their learning. All of the points are vital for ensuring a successful learning environment. Based on this, I can see how authenticity of engagement needs to be established before the other three views of authenticity.
The authors conclude that simple yet authentic, real world tasks for low level learners do exist (pg. 351). Such examples include games, simple surveys or practice in buying a train ticket (pg. 351). Although, beginning level students may not be able to engage in complex conversations in the classroom, they still are able to provide valuable input into the “teaching-learning process (pg. 351).” This is important because it provides them some control over their learning while hopefully making them more responsible, independent learners.
REFERNCES:
Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal 55(4).
Subscribe to:
Post Comments (Atom)
2 comments:
Have you had any of these experiences in your class? Did you agree with the authors' theories of authentic tasks?
Do you think teachers really do think about how make the task more meaningful and strategic for kids? I sit in on a lot of conferences of my students translating for parents. I have also had the experience of talking with my own children's teachers. I wonder about this area of teachers work. Are they reading and studying ways to improve instruction? Maybe they are just to busy with things that aren't so important like benchmarks?
Who are your students and what are your class sizes like? Are most of your kids motivated?
I do agree with most of their theories on authentic tasks. However, even if a task is authentic, I don't know if it always meets the need of the student or if they see it as an authentic tasks.
I don't know if all teachers think about this or not. I think they do when they attend school, workshops etc but it seems like public school teachers in particular are too busy with other things that probably aren't as important (not that it is their fault but just the way the system is).
I teach adult ESL students. Class are free so they are volunteers. Generally speaking their motivation is hight but their consistency is not. Although I do have some "regulars" and they make wonderful students.
Stefanie
Post a Comment