Luận văn a study on using authentic materials in teaching english in the context of bac giang high school for gifted students

'VIRTNAM NATIONAL, LINIVERSITY, ITANOL UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYÊN DANH HÀ A STUDY ON USING AUTHENTIC MATERIALS IN TEACHIN

'VIRTNAM NATIONAL, LINIVERSITY, ITANOL

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYÊN DANH HÀ

A STUDY ON USING AUTHENTIC MATERIALS IN TEACHING

ENGLISH IN THE CONTEXT OF BAC GIANG HIGH SCHOOL FOR

GIFTED STUDENTS

(Nghiên cứu việc sử dụng Tài liệu xác thực trong giảng dạy Tiếng Anh tại

ngữ cảnh Trường THPT Chuyên Bắc Giang - Bắc Giang}

MA MINOR THESIS:

Field: English Teaching Methodology

Hanoi, 2010

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYÊN DANH HÀ

A STUDY ON USING AUTHENTIC MATERIALS IN TEACHING

ENGLISH IN THE CONTEXT OF BAC GIANG HIGH SCHOOL FOR

GIFTED STUDENTS

(Nghiên cứu việc sử dụng Tài liệu xác thực trong giảng dạy Tiếng Anh tại

ngữ cảnh Trường THPT Chuyên Bắc Giang - Bắc Giang}

MA MINOR TIEESIS

Field: English ‘caching Methodology

Supervisor: Nguyen Thi Bach ‘Thao, (M.A)

Hanoi, 2010

5

LIST OF TABLES:

‘Table 1: Summary of selected students

Table 2: Authcntic materials and frequency

‘Table 3: ‘Types of authentic materials used

Table 4: Aulhentic materials and skills

Table 5: Usefulness of authentie materials from students” perspective

Table 6: Problems in using authentic materials

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

2 3, Research methods

2 3.1, Student Questionnaire

2.3.2 Teacher Interview

2 3.3 Classroom Observation

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

9

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

1I Educational administrators may be provided close and comprehensive view into the current situation of using authentic materials in teaching English ‘This urges them to implement necessary amendments in terms of emrricnlum, facilities and so on

Researchers of the related fields can also refer to the present work for literatue

review

In general, students, teachers, educational administrators and researehers are those

who are likely to benafit from the study

5 Design of the study

‘The study consists of three parts:

PART A, Introduction, provides the rationale, the aims, the scope, the significance and the design of the study

PART B, Development, discusses the following contents of the study

Chapter 1, Literature Review, discusses the Titeralure relating authenticily and

authentic materials as well as the use of authentic materials in the classroom

Chapter 2, Methoriology, defines the methodology of the research including fealures

of the participants, scllings, rescarch inothods, dais collection and data analysis procedure

Chapter 3, Results, presents and discusses the findings, which gives comprehensive answers lo the four tesearch qnestions TL also offers suggestions to solve all the identified problems for a higher effectiveness of authentic materials

PART C, Conclusion, summarizes significant findings, highlights contributions of the rescatch, addresses notable limitations, and puts forward practical suggestions for future

Tesearch

References

Appendix

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

8

PART A: INTRODUCTION

‘This part provides the rationale for carrying out the research, the aims that need to be

acquired, the scope, the significance as well as the design of the siudy

1, Rationale for the study

In recent years, English has become onc of the major and compulsory subjects at schools all over Vietnam Together with the expansion of teaching and leaming this subject, students today have heen awars of its importance English is believed to be the basic requirement for anyons who would like to have a good job Thus, groat offeris have been made to halp students leam English better, among which the effort to search for new sources

of materials supporting the process of Linglish teaching and leaming has always been

encouraged

In my observation, using authentic materials as supplementary materials in teaching and leanine English is a good way to inorcase Ivamexs’ language proficiency

‘There are a number of reasons supporting this idea

In the first place, i iy the real situation of teaching and learning English at Bac Giang

High School for Gifted Students, where the research study was carried out Bac Giang High

School for Gifled Students is

mg a few schools in Viena having the best quality of foreign language teaching, The students of the school are carefully chosen fiom all over Bac Giang province and most of them are assured to have high level of proficiency in English comparad wilh those in other schools For this reason, the school cunieulum designed for the textbooks often finishes at the end of the first tem In the second term, it mainly focuses on developing the students’ language skills with the help of other supplementary materials, ‘thus, the damnand for socking new sourecs of matetials has becn laken inte consideration by the

teachers and authentic materials are found to be an effective solution to this task

Secondly, it is the availability of authentic materials Due to technological advancements and the government open-door policy, it is easy to have access to authentic materials rich in content, diverse in forms, and of different levels of lingnistic complexity

ic malerials with much convenicnee An

This assists (oachers and Icarners im using autha

enormous wealth of authentic matertals enables teachers to have a wide variety of choice

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

9

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1 1 Authenticity and authentic materials

1

Aufhentieily in Communicative Language Teaching (CLT)

For many years, there have been many authors discussing the authenticity in language teaching such as Taylor (1994), Widdowson (1996), Michael Tireen (1985) Among these authors, McDonough and Shaw (1993) have provided the most generalized idea that authenticity is much defined with the selection of the materials, the activities and methods leachars use in the classroom, They deseribe authenticity as the following

a term which loosely implies as clase an approximatian as possible to the world

outside the classroom, in the selection both of language material and of the activities and

methods used for practice in the classroom” (cited in Murdoch, 1999),

Anthenticity appears to be naturally associated with CLT According to Richards and Rodgers (1986: 69), CLT is promoted as an approach to language teaching which supports the development of leamers’ abilities to use language Huently and mearingftlly Thus, real communication is considered not only the goal of language teaching bul also the tool helping

teachers to achieve the aim

These authors also stress one of the features of CLT ax “learner-centeredness view of

a lcamer-eemcredi

second language teaching” This means that teachers necd lo or

classroom and engage leamers in authentic and meaningful communications that require meaning negotiations with the goal to increase comprehensible language input for learners and expect them to gencrate more output, In order to do so, teachers should develop imcthods, exploit materials, organize activites, and design tasks based on leamers’ demonstrated needs

communicative necds in real-life situations Thi

understanding language as actually used by native spzakers (Canale and Swain, 1980)

is lo help learners develop strateg

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1 1 Authenticity and authentic materials

1

Aufhentieily in Communicative Language Teaching (CLT)

For many years, there have been many authors discussing the authenticity in language teaching such as Taylor (1994), Widdowson (1996), Michael Tireen (1985) Among these authors, McDonough and Shaw (1993) have provided the most generalized idea that authenticity is much defined with the selection of the materials, the activities and methods leachars use in the classroom, They deseribe authenticity as the following

a term which loosely implies as clase an approximatian as possible to the world

outside the classroom, in the selection both of language material and of the activities and

methods used for practice in the classroom” (cited in Murdoch, 1999),

Anthenticity appears to be naturally associated with CLT According to Richards and Rodgers (1986: 69), CLT is promoted as an approach to language teaching which supports the development of leamers’ abilities to use language Huently and mearingftlly Thus, real communication is considered not only the goal of language teaching bul also the tool helping

teachers to achieve the aim

These authors also stress one of the features of CLT ax “learner-centeredness view of

a lcamer-eemcredi

second language teaching” This means that teachers necd lo or

classroom and engage leamers in authentic and meaningful communications that require meaning negotiations with the goal to increase comprehensible language input for learners and expect them to gencrate more output, In order to do so, teachers should develop imcthods, exploit materials, organize activites, and design tasks based on leamers’ demonstrated needs

communicative necds in real-life situations Thi

understanding language as actually used by native spzakers (Canale and Swain, 1980)

is lo help learners develop strateg

10

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

10

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

8

PART A: INTRODUCTION

‘This part provides the rationale for carrying out the research, the aims that need to be

acquired, the scope, the significance as well as the design of the siudy

1, Rationale for the study

In recent years, English has become onc of the major and compulsory subjects at schools all over Vietnam Together with the expansion of teaching and leaming this subject, students today have heen awars of its importance English is believed to be the basic requirement for anyons who would like to have a good job Thus, groat offeris have been made to halp students leam English better, among which the effort to search for new sources

of materials supporting the process of Linglish teaching and leaming has always been

encouraged

In my observation, using authentic materials as supplementary materials in teaching and leanine English is a good way to inorcase Ivamexs’ language proficiency

‘There are a number of reasons supporting this idea

In the first place, i iy the real situation of teaching and learning English at Bac Giang

High School for Gifted Students, where the research study was carried out Bac Giang High

School for Gifled Students is

mg a few schools in Viena having the best quality of foreign language teaching, The students of the school are carefully chosen fiom all over Bac Giang province and most of them are assured to have high level of proficiency in English comparad wilh those in other schools For this reason, the school cunieulum designed for the textbooks often finishes at the end of the first tem In the second term, it mainly focuses on developing the students’ language skills with the help of other supplementary materials, ‘thus, the damnand for socking new sourecs of matetials has becn laken inte consideration by the

teachers and authentic materials are found to be an effective solution to this task

Secondly, it is the availability of authentic materials Due to technological advancements and the government open-door policy, it is easy to have access to authentic materials rich in content, diverse in forms, and of different levels of lingnistic complexity

ic malerials with much convenicnee An

This assists (oachers and Icarners im using autha

enormous wealth of authentic matertals enables teachers to have a wide variety of choice

2 3, Research methods

2 3.1, Student Questionnaire

2.3.2 Teacher Interview

2 3.3 Classroom Observation

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

12

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1 1 Authenticity and authentic materials

1

Aufhentieily in Communicative Language Teaching (CLT)

For many years, there have been many authors discussing the authenticity in language teaching such as Taylor (1994), Widdowson (1996), Michael Tireen (1985) Among these authors, McDonough and Shaw (1993) have provided the most generalized idea that authenticity is much defined with the selection of the materials, the activities and methods leachars use in the classroom, They deseribe authenticity as the following

a term which loosely implies as clase an approximatian as possible to the world

outside the classroom, in the selection both of language material and of the activities and

methods used for practice in the classroom” (cited in Murdoch, 1999),

Anthenticity appears to be naturally associated with CLT According to Richards and Rodgers (1986: 69), CLT is promoted as an approach to language teaching which supports the development of leamers’ abilities to use language Huently and mearingftlly Thus, real communication is considered not only the goal of language teaching bul also the tool helping

teachers to achieve the aim

These authors also stress one of the features of CLT ax “learner-centeredness view of

a lcamer-eemcredi

second language teaching” This means that teachers necd lo or

classroom and engage leamers in authentic and meaningful communications that require meaning negotiations with the goal to increase comprehensible language input for learners and expect them to gencrate more output, In order to do so, teachers should develop imcthods, exploit materials, organize activites, and design tasks based on leamers’ demonstrated needs

communicative necds in real-life situations Thi

understanding language as actually used by native spzakers (Canale and Swain, 1980)

is lo help learners develop strateg

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1 1 Authenticity and authentic materials

1

Aufhentieily in Communicative Language Teaching (CLT)

For many years, there have been many authors discussing the authenticity in language teaching such as Taylor (1994), Widdowson (1996), Michael Tireen (1985) Among these authors, McDonough and Shaw (1993) have provided the most generalized idea that authenticity is much defined with the selection of the materials, the activities and methods leachars use in the classroom, They deseribe authenticity as the following

a term which loosely implies as clase an approximatian as possible to the world

outside the classroom, in the selection both of language material and of the activities and

methods used for practice in the classroom” (cited in Murdoch, 1999),

Anthenticity appears to be naturally associated with CLT According to Richards and Rodgers (1986: 69), CLT is promoted as an approach to language teaching which supports the development of leamers’ abilities to use language Huently and mearingftlly Thus, real communication is considered not only the goal of language teaching bul also the tool helping

teachers to achieve the aim

These authors also stress one of the features of CLT ax “learner-centeredness view of

a lcamer-eemcredi

second language teaching” This means that teachers necd lo or

classroom and engage leamers in authentic and meaningful communications that require meaning negotiations with the goal to increase comprehensible language input for learners and expect them to gencrate more output, In order to do so, teachers should develop imcthods, exploit materials, organize activites, and design tasks based on leamers’ demonstrated needs

communicative necds in real-life situations Thi

understanding language as actually used by native spzakers (Canale and Swain, 1980)

is lo help learners develop strateg

8

PART A: INTRODUCTION

‘This part provides the rationale for carrying out the research, the aims that need to be

acquired, the scope, the significance as well as the design of the siudy

1, Rationale for the study

In recent years, English has become onc of the major and compulsory subjects at schools all over Vietnam Together with the expansion of teaching and leaming this subject, students today have heen awars of its importance English is believed to be the basic requirement for anyons who would like to have a good job Thus, groat offeris have been made to halp students leam English better, among which the effort to search for new sources

of materials supporting the process of Linglish teaching and leaming has always been

encouraged

In my observation, using authentic materials as supplementary materials in teaching and leanine English is a good way to inorcase Ivamexs’ language proficiency

‘There are a number of reasons supporting this idea

In the first place, i iy the real situation of teaching and learning English at Bac Giang

High School for Gifted Students, where the research study was carried out Bac Giang High

School for Gifled Students is

mg a few schools in Viena having the best quality of foreign language teaching, The students of the school are carefully chosen fiom all over Bac Giang province and most of them are assured to have high level of proficiency in English comparad wilh those in other schools For this reason, the school cunieulum designed for the textbooks often finishes at the end of the first tem In the second term, it mainly focuses on developing the students’ language skills with the help of other supplementary materials, ‘thus, the damnand for socking new sourecs of matetials has becn laken inte consideration by the

teachers and authentic materials are found to be an effective solution to this task

Secondly, it is the availability of authentic materials Due to technological advancements and the government open-door policy, it is easy to have access to authentic materials rich in content, diverse in forms, and of different levels of lingnistic complexity

ic malerials with much convenicnee An

This assists (oachers and Icarners im using autha

enormous wealth of authentic matertals enables teachers to have a wide variety of choice

These objectives were accomplished by answering the following research questions:

(2) How are authentic materials used as supplementary materials for English

learning and teaching?

(2) How effective are authentic materials in English learning and teaching?

3) What are problems in using authentic materials?

(4) What solutions can be suggested to solve the identified problems?

3 Scope of the study

The study mainly focused on exploiting authentic materials as supplementary materials for English learning and teaching in the context of Bac Giang High School for Gified Students, The subjects in the study were restricted to three English specializing classes ranging fiom grade 10 to grade 12 and five teachers who dircetly taught English to these classes

4 Significance of the study

It is noteworthy that the study was @ great attempt to examine an important issue in

language (caching methodology Therefore, ouec finished, it can bring a number of benefits Lo involved parties namely students, teachers, educational administrators and researchers of the

related fields

Teachers and students at Bac Giang High School for Gifted Students arc those who directly benefit from the information the research provides ‘leachers will have an overview of the situation of their own using anthentic malerials lo increase studenls’ language proficiency, identify difficulties that they themselves and their colleagues have encountered and consider solutions to adjust their teaching methods Students are likely to be well aware of the benefits

of authentic materials, which leads to their positive attitudes and effective resulting in

explailation of authentic materials.

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

2 3, Research methods

2 3.1, Student Questionnaire

2.3.2 Teacher Interview

2 3.3 Classroom Observation

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

2 4, Data collection procedure

2 5 Data analysis procedure

2, Contribution of the research

3 Limitation of the research

4 Suggestion for further research

REFERENCES

APPENDIX 1: Student Questionnaire

APPENDIX 2: Teacher Interview

APPENDIX 3: Interview Transcript

APPENDIX 4: Observation Checklist

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

1 Rationale for the study

2 Aims of the stuty

3 Scope of the study

4 Significance of the study

5 Design of the study

PART B: DEVELOPMENT

CHAPTER t: LITERATURE REVIEW

1.1 Authenticity and authentic materials

1.1.1 Antienicity in CLT

1.1.2 Authentic materials

112.1, Definitions 112.2, types of authentic materials

1.1.2.3 Criterta for selecting authentic materials

1, 2 The use of authentic materials in the classroom

12.1 Reasons for using aulhontic materials

1 2.2 Possible problems in using authentic materials

based on the objectives of the lesson, as well as leamets’ ape, language leval, interests, needs, expectations and goals Consequently, teachers will be able to make their lessons more flexible, suitable and especially, interesting enough to motivate learners to learn and practice

the language

Thirdly, it is the benefits of using authentic materials in teaching and learning

English The materials obtained from various sources can attract learners’ attention and create

their motivation towards learning a foreign language As the materials help learners bridge the gap belwcon the classroom and the oulside world and enable them to put their theoretical

knowledge into practice, they open a way for positive transfer of learning Therefore,

authentic materials can increase the quality of foreign language teaching

Last but nol least, i is the students’ need of communication in English m and out of

the classroom Besides English grammar and the fixed teaching points given in textbooks,

there should be other materials to develop students’ commmnicative competence, help

students to express their idcas fluently and accurately Thus, authentic materials if used

properly will encourage leamers to communicate in the target language though they are not

designed to loach a forcign tanguage

For the above reasons, the researcher decided to investigate the use of authentic malorials as supplementary materials in teaching English at the contoxt, of Bac Giang High School for Gifted Students IL is hoped that this study would be of praotivat benefits to the teachers at high schools for gifted students in particular and other high schools in general in developing students’ language skills

2 Aims of the study

In doing the rescarch, the author affornpted to address fonr main is:

s Firsily, the study investigated how authentic materials are used as supplementary materials for English leaming and teaching Secondly, it examined teachers and students” evaluation on the effectiveness of authentic materials, Thirdly, the study aimed to identify possible problems

when using authentic materials, followed by suggestions to deal with these problems.

8

PART A: INTRODUCTION

‘This part provides the rationale for carrying out the research, the aims that need to be

acquired, the scope, the significance as well as the design of the siudy

1, Rationale for the study

In recent years, English has become onc of the major and compulsory subjects at schools all over Vietnam Together with the expansion of teaching and leaming this subject, students today have heen awars of its importance English is believed to be the basic requirement for anyons who would like to have a good job Thus, groat offeris have been made to halp students leam English better, among which the effort to search for new sources

of materials supporting the process of Linglish teaching and leaming has always been

encouraged

In my observation, using authentic materials as supplementary materials in teaching and leanine English is a good way to inorcase Ivamexs’ language proficiency

‘There are a number of reasons supporting this idea

In the first place, i iy the real situation of teaching and learning English at Bac Giang

High School for Gifted Students, where the research study was carried out Bac Giang High

School for Gifled Students is

mg a few schools in Viena having the best quality of foreign language teaching, The students of the school are carefully chosen fiom all over Bac Giang province and most of them are assured to have high level of proficiency in English comparad wilh those in other schools For this reason, the school cunieulum designed for the textbooks often finishes at the end of the first tem In the second term, it mainly focuses on developing the students’ language skills with the help of other supplementary materials, ‘thus, the damnand for socking new sourecs of matetials has becn laken inte consideration by the

teachers and authentic materials are found to be an effective solution to this task

Secondly, it is the availability of authentic materials Due to technological advancements and the government open-door policy, it is easy to have access to authentic materials rich in content, diverse in forms, and of different levels of lingnistic complexity

ic malerials with much convenicnee An

This assists (oachers and Icarners im using autha

enormous wealth of authentic matertals enables teachers to have a wide variety of choice