Academic Resources
The links here will help you understand the pros and cons surrounding various types of English language materials. Hopefully, you will learn to make informed choices when you pick up Authentic or ESL Materials and utilize the resources that will be most effective for you.
The Input Hypothesis
- Input Hypothesis (English) - Wikipedia
- Input Hypothesis (Japanese) - Wikipedia
- If the link above doesn't work, type インプット仮説 in the Wikipedia search box
Extensive Reading (多読)
Extensive Listening & Extensive Reading
Extensive Listening & Extensive Reading
Teaching Language in Context (1993) by Alice Omaggio Hadley; Heinle & Heinle
Alice Omaggio Hadley is an expert in the field of Communicative Language Teaching. In her textbook, Teaching Language in Context, she sometimes gives advice about what materials to choose for English learners. Here are some of her thoughts. The words in brackets are not part of the quotes.
Source: Hadley, A. O. (1993) Teaching Language in Context (Teaching Methods). 2nd edn. Boston, MA: Heinle & Heinle Publishers. [Authentic materials are necessary]
The use of … newspapers, and magazines will acquaint the students more directly with real language than will any set of contrived classroom materials used alone. p. 82 Videotapes of authentic … exchanges between native speakers, radio and television broadcasts, films, songs and the like have long been advocated by foreign language educators as stimulating pedagogical aids. The proficiency-oriented classroom will incorporate such material frequently and effectively into instruction at all levels. p. 82 |
[Choose authentic materials to match the student’s level]
It is important to choose input that is appropriate in form and content to the student’s current level of proficiency. In addition, the task that students are asked to do with authentic material must be geared to their proficiency level. p. 82
[Both ESL and Authentic Materials are useful]
The use of authentic texts does not imply that we should abandon the use of materials created for instructional purposes. Rather, a blend of the two seems more appropriate. p. 82
[Authentic Materials can be used with low-level learners]
Although one needs to select texts for the lowest levels of proficiency that deal with familiar, interesting topics or present cultural information (including realia) in a fairly straightforward fashion, a wide variety of text types can be used, as long as the tasks are geared to the students’ capabilities in reading. p. 198
It is important to choose input that is appropriate in form and content to the student’s current level of proficiency. In addition, the task that students are asked to do with authentic material must be geared to their proficiency level. p. 82
[Both ESL and Authentic Materials are useful]
The use of authentic texts does not imply that we should abandon the use of materials created for instructional purposes. Rather, a blend of the two seems more appropriate. p. 82
[Authentic Materials can be used with low-level learners]
Although one needs to select texts for the lowest levels of proficiency that deal with familiar, interesting topics or present cultural information (including realia) in a fairly straightforward fashion, a wide variety of text types can be used, as long as the tasks are geared to the students’ capabilities in reading. p. 198
The Practice of English Language Teaching (2007) by Jeremy Harmer; Pearson Longman
This text, by Jeremy Harmer, is for people learning to be English teachers who want to teach ESL. It covers all aspects of teaching ESl, and there are some comments about Authentic Materials that are pertinent to our course.
Source: Harmer, J. (2007) The Practice of English Language Teaching with DVD. 4th edn. Harlow, England: Pearson Longman ELT. [Materials that are too difficult do not help language learning]
If, as Stephen Krashen suggested, comprehensible input aids language acquisition, then it follows that 'incomprehensible' input will not. We can try to get students to read or listen to texts that are way beyond their comprehension level, but the only effect this will probably have is to demotivate them. p. 272 |
[Authentic Materials are important]
Because it is vital for students to get practice in dealing with written text and speech where they miss quite a few words but are still able to extract the general meaning, an argument can be made for using mainly authentic reading and listening texts in class. After all, it is when students come into contact with 'real' language that they have to work hardest to understand. p. 273
[We must choose materials that are understandable, so ESL materials are sometimes necessary]
Authentic material which has been carelessly chosen can be extremely demotivating for students since they will not understand it. Instead of encouraging failure, we should let students read and listen to things they can understand. For beginners this may mean roughly-tuned language from the teacher, and specially designed reading and listening texts from materials writers. However, it is essential that such listening texts approximate to authentic language use. p. 273
[Extensive listening is important]
The more students listen, the more language they acquire and the better they get at listening activities in general. Whether they choose recordings of passages from textbooks, recordings of simplified readers, other listening material designed for their level or podcasts of radio programmes which they are capable of following, the effect will be the same. Provided the input is comprehensible, they will gradually acquire more words and greater schematic knowledge .... p. 273
Extensive Reading in the Second Language Classroom (1998) by Richard R. Day and Julian Bamford; Cambridge University Press
Source: Day, R. R., Bamford, J. and Richards, J. C. (1998) Extensive reading in the Second language classroom. United Kingdom: Cambridge University Press. [Extensive reading improves vocabulary and reading fluency]
A number of insights about reading can be learned from viewing reading as an interactive cognitive process. One of these is the basic importance of a large sight vocabulary as a precondition for fluent reading. Moreover, second language students must develop a large general vocabulary. The reading of large amounts of comprehensible and interesting texts is an obvious way of bringing these about. Such reading also has an important role in developing the linguistic and world knowledge necessary for reading comprehension. In short, an extensive reading approach makes it possible for students to develop into fluent readers. p. 19 [Students should begin with ESL reading and progress gradually to higher level reading] Reading material must advance in stages, parallel with the students' increasing knowledge of the second language and the second language culture. Books must contain appropriate support for comprehension and language learning. In this way, language learner literature can lead readers to a point where the full spectrum of second language written material is available to them. p. 166 |
Teaching ESL/EFL Reading and Writing (2008) by I.S.P. Nation; Taylor & Francis
Source: Nation, I. S. P. (2008) Teaching ESL/EFL reading and writing. 1st edn. New York: Taylor & Francis. [Writing a lot builds writing skill.]
Learners should do lots of writing and lots of different kinds of writing. There are many elements of the writing skill which are peculiar to writing and so time spent writing provides useful practice for these elements. p. 93 {Repetition builds writing fluency.] Learners should increase their writing speed so that they can write very simple material at a reasonable speed. Fluency development can occur through repetitive activities and through working with easy, familiar material. p. 94. |
Teaching Vocabulary - Strategies and Techniques (2008) by I.S.P. Nation; Heinle Cengage Learning
Source:
Nation, I. S. P. (2008) Teaching vocabulary: Strategies and techniques. 1st edn. Boston, MA: Heinle-Cengage ELT. [Learning collocations is useful]
There are both productive and receptive reasons for learning multi-word units. From a speaking and writing viewpoint, knowing multi-word units allows us to say and write things like a native speaker. There are many possible ways of saying or writing something, but not all of them sound nativelike. ... Learning multi-word units can thus contribute to accuracy and appropriacy. p. 117 [Reading is important for learning vocabulary and grammar] Reading is a source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching other goals. As a source of learning, reading can establish previously learned vocabulary and grammar, it can help learners learn new vocabulary and grammar, and through success in language use it can encourage learners to learn more and continue with their language study. p. 69 |