Authenticity in the Language Classroom John Morley Authenticity in the Language Classroom

Authenticity in the Language Classroom

John Morley

Authenticity in the Language Classroom

How many different kinds of ‘authenticity’ can you think of?

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Authenticity in the Language Classroom

How many different kinds of authenticity can you think of?

• 1. input (text; suitability to audience; interpretation of text; how the text is processed)
• 2. task (mirror real-world tasks; exchange of information to solve a problem; focus on communicative goal; understanding of the reason for the task)
• 3. classroom as a place to find out about other learners; share learning preferences; achievements and problems (real purpose)
• 4. output (student output approaches naturalness of TL; stylistic appropriateness)
• 5. learning (naturalistic?)
• 6. syllabus (new language: natural, useful, frequently used?)

Why is authenticity important?

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Why is authenticity important?

• 1. Motivation and engagement?
• connection with TL;
• interest;
• sense of achievement;
• learning goals seem closer
• 2. Preparation for real world engagement?
• 3. More effective learning?

When is authenticity counter-productive?

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Authentic learning?

• producing the target language may prompt second language learners to consciously notice a gap between what they want to say and what they can say, leading them recognise something that they do not know. (Swain, 1995)
• In other words, producing the target language gives rise to opportunities for ‘noticing gaps’ .

Authentic learning?

• negotiation of meaning refers to the efforts learners and their interlocutors make to modify or restructure their utterances so that they are comprehensible. This includes comprehension and confirmation checks, as well as clarification checks. (Long, 1996)
• interaction may also be beneficial for learners, because it allows for exposure to negative feedback in response to non-target-like utterances. (Long, 1996)

References

• Breen, M. (1985) ‘Authenticity in the language classroom’. Applied Linguistics, 6 (1985), pp. 60-70.
• Guariento, W. and Morley, J.(2001) Text and task authenticity in the EFL classroom. ELT Journal, 55 (4) (2001), pp. 347-353.
• Long, M. (1996). ‘The role of the linguistic environment in second language acquisition’. In Ritchie, William; Bhatia, Tej. Handbook of second language acquisition. San Diego: Academic Press. pp. 413–468
• Swain, M. and Lapkin, S. (1995). ‘Problems in output and the cognitive processes they generate: A step towards second language learning’. Applied Linguistics 16: 371-391.