How Does The Use Of Authentic Resources

How does the use of authentic resources effect learning and challenge high ability learners? by Nedua Hussain

Introduction I want to focus my Action Research on the use of authentic resources in language lessons. At first I would like to explain my rational behind choosing this topic and the questions I would like to ask and find answers to. Throughout my assignment I will link my own research to literature about the topic. This will then allow me to analyse my findings and observations to come to a final conclusion. I have selected this topic because I noticed that during my teaching practice I have used less authentic material than I had hoped before starting. I did however use some German songs and film trailers, but it was largely for listening practice. Due to my interest and knowledge in Film Studies, using a film in lessons was a challenge I wanted to explore. In particular I want to look at the medium of feature film and news stories and whether using these resources in lessons can challenge high ability learners and stretch their language learning as well as providing a cultural backdrop to learning a language. Moreover, I want to find out whether using films facilitates learning and whether it can support students' spoken language as well as listening skills by allowing them to listen to 'real' dialogues and 'authentic' situations. Obviously, a film is a cultural representation itself and placed within the fiction realm, but its representation of daily life can be taken as a starting point of delving into and growing understanding of the Target Language culture and social interactions. Using films in lessons provokes different problems. Some question their value as a learning aid because they are too difficult; others find they just take up too much curriculum time. So, the question is, is it worth investing time into fiction films and how can we make sure this time is spent effectively and productively in supporting students' learning? The National Curriculum (NC) for Modern Foreign Languages (MFL) (DfES, 2007) suggests the importance of 'listen to, read or view a range of materials, including authentic materials in the target language' at KS3 as this supports learning and fuels personal interest as well as facilitating enjoyment of language learning. The Year 11 class I am working with has not looked at film before, but the Year 12 class has watched several feature films, and news stories from Germany are a regular part of their lessons. Working in a selective school, in which students strive for high marks, means that teachers need to find ways to extend the curriculum to allow for a range of opportunities for high ability learners to challenge themselves. My research questions focus on what impact authentic resources have on the language learner, how do they support and facilitate learning? How can we use authentic resources effectively so that they help students progress? And how can we use authentic resources to challenge high ability learners? To summarise, I have selected this topic because it is an important part of the NC and I would like to find out whether it could provide a means to stretch the high ability learners I work with further as this is an area I find difficult personally. Moreover, I would like to explore whether it is actually worthwhile using up curriculum time for something that does not directly link into the exam syllabus, how willing are students to give up this time, especially at a school where the focus is on doing well in exams and aiming for the highest grades. Furthermore, I would like to examine the impact authentic resources have on learning about another culture.

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