|
The video here is Benny Lewis talking about what he feels can help you learn a language better. He mentions what polyglots have in common; they are passionate about literature, movies, and using language with people who speak it in authentic situations.
|
There are seven days in a week, and someday is not one of them -Benny Lewis
Authentic materials are any source that was not created with the express purpose of teaching the target language (Berardo, 2006). The examples are endless; newspapers, T.V. programs, movies, podcasts, websites, blogs, texts, tweets, status updates, food labels, advertisements, radio programs, street signs, plays, and unscripted conversation. Authentic materials are in the language that the learner is trying to acquire. Therefore, a student learning Spanish may interact with authentic materials by watching a instructional YouTube video in Spanish.
From a teaching perspective, using authentic materials aid in implicit or incidental learning of vocabulary (Csomay & Petrovia, 2012). This type of learning can occur when a one is exposed to normal language use such as cultural items embedded in the various forms of media mentioned above. By following immersion models for language learning, learners become more interested in the cultural aspects of a language, perhaps even passionately interested in them, thereby increasing their chances of exposure to language in context and native use. Therefore, learning from authentic materials can be very motivational for students (Stempleski, 1987). This interaction with contextual authentic material increases the chances for learning to take place (Csomay & Petrovia, 2012). For example, the use of Twitter among English language learners has been shown to increase cultural competence and language skills when used in conjunction with blended learning models (Borau, Ullrich, Feng, & Shen, 2009).
We can see that authentic materials support language learning. Rogers and Medley (1988) write that students “must see and hear the second language being used as a the primary medium of communication among native speakers – “as language with a purpose” and this can be best done through the use of authentic materials.” They also warn that care should be taken to ensure the material is at suitable grade-level, is culturally responsive, have visual and auditory elements, and supports the teacher with instructional resources (Lethram, Schneider, & Vander Ark, 2016). The internet also facilitates the collection of authentic resources which students can easily access and interact with, thereby reducing preparation time for teachers (Pareja-Lora, Calle-Martínez, Rodríguez-Arancón, (Eds), 2016).
Furthermore, Stempleski (1987) states that “students experience a real feeling of accomplishment when they are able to comprehend material intended for native speakers”. This can make learning English seem like a more achievable goal than they previously thought. When students successfully read an authentic resource, they may feel motivated to read further (Berardo, 2006). The Internet is an excellent resource for instructors to easily access a wide variety of authentic materials. Indeed, there is such a variety of resources available online that materials to interest the learner can found which will hopefully encourage the learner to continue reading outside of the class for his or her own interest (Berardo, 2006). Use of authentic materials also allows a teacher to develop curricula which are more learner or student-centered by giving students more choice in what materials to focus on. An instructor can maximize learning by providing guiding activities to help students successfully work with authentic materials (Rogers and Medley, 1988).
Finally, Benny Lewis (2013) argues that the main reasons people fail in language learning is dependant on the reasons that they have for learning that language. He states that when he changed his priorities for language use, he was able to learn languages better. Polyglots (people who can speak more than two languages) display commonalities; they are passionate about literature, movies, and being able to use the languages with people. Essentially, there is a trend that the language learner is successful because they learn and utilize the language through authentic materials as opposed to textbook learning. Lewis (2013) debunks the common concept of language immersion as the only way for a truly immersive experience. He cites the use of the internet and the availability of connections that can be made with native speakers through online learning communities. This concept is supported through research that strengthens the focus on interaction with authentic, in-context material through various information-communication technologies (Pareja-Lora, Calle-Martínez, Rodríguez-Arancón, (Eds), 2016).
From a teaching perspective, using authentic materials aid in implicit or incidental learning of vocabulary (Csomay & Petrovia, 2012). This type of learning can occur when a one is exposed to normal language use such as cultural items embedded in the various forms of media mentioned above. By following immersion models for language learning, learners become more interested in the cultural aspects of a language, perhaps even passionately interested in them, thereby increasing their chances of exposure to language in context and native use. Therefore, learning from authentic materials can be very motivational for students (Stempleski, 1987). This interaction with contextual authentic material increases the chances for learning to take place (Csomay & Petrovia, 2012). For example, the use of Twitter among English language learners has been shown to increase cultural competence and language skills when used in conjunction with blended learning models (Borau, Ullrich, Feng, & Shen, 2009).
We can see that authentic materials support language learning. Rogers and Medley (1988) write that students “must see and hear the second language being used as a the primary medium of communication among native speakers – “as language with a purpose” and this can be best done through the use of authentic materials.” They also warn that care should be taken to ensure the material is at suitable grade-level, is culturally responsive, have visual and auditory elements, and supports the teacher with instructional resources (Lethram, Schneider, & Vander Ark, 2016). The internet also facilitates the collection of authentic resources which students can easily access and interact with, thereby reducing preparation time for teachers (Pareja-Lora, Calle-Martínez, Rodríguez-Arancón, (Eds), 2016).
Furthermore, Stempleski (1987) states that “students experience a real feeling of accomplishment when they are able to comprehend material intended for native speakers”. This can make learning English seem like a more achievable goal than they previously thought. When students successfully read an authentic resource, they may feel motivated to read further (Berardo, 2006). The Internet is an excellent resource for instructors to easily access a wide variety of authentic materials. Indeed, there is such a variety of resources available online that materials to interest the learner can found which will hopefully encourage the learner to continue reading outside of the class for his or her own interest (Berardo, 2006). Use of authentic materials also allows a teacher to develop curricula which are more learner or student-centered by giving students more choice in what materials to focus on. An instructor can maximize learning by providing guiding activities to help students successfully work with authentic materials (Rogers and Medley, 1988).
Finally, Benny Lewis (2013) argues that the main reasons people fail in language learning is dependant on the reasons that they have for learning that language. He states that when he changed his priorities for language use, he was able to learn languages better. Polyglots (people who can speak more than two languages) display commonalities; they are passionate about literature, movies, and being able to use the languages with people. Essentially, there is a trend that the language learner is successful because they learn and utilize the language through authentic materials as opposed to textbook learning. Lewis (2013) debunks the common concept of language immersion as the only way for a truly immersive experience. He cites the use of the internet and the availability of connections that can be made with native speakers through online learning communities. This concept is supported through research that strengthens the focus on interaction with authentic, in-context material through various information-communication technologies (Pareja-Lora, Calle-Martínez, Rodríguez-Arancón, (Eds), 2016).