Inclusion of Authentic Materials for Enrichi... / ID: 949226

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ID number:949226

Author: kitunet (3)

Evaluation:

Published: 19.03.2011.

Language: English

Level: College/University

Literature: 18 units

References: Not used

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Table of contents

Nr.	Chapter	Page.
	INTRODUCTION	7
1.	HISTORICAL OVERVIEW OF VOCABULARY TEACHING	10
2.	CURRENT ISSUES IN VOCABULARY TEACHING	13
2.1.	CATEGORIZING VOCABULARY	13
2.2.	IMPLICIT VS. EXPLICIT TEACHING VOCABULARY	17
3.	CURRENT PRINCIPLES IN TEACHING VOCABULARY	19
4.	FRAMEWORK OF AUTHENTIC MATERIALS	23
5.	CASE STUDY	28
6.	CONCLUSION	59
7.	THESIS	60
8.	BIBLIOGRAPHY	61
9.	APPENDIX	63

Extract

The status of vocabulary has varied significantly over the years influenced by many factors. At the beginning of its development it underwent considerable negligence and was closely related to grammatical aspect of language. Later, during the 1950s and 1960s it gradually started developing. Under the influence of communicative language teaching, the ability to communicate both in spoken and written form appropriately to context made language specialists pay particular attention to the importance of vocabulary. Once the problem emerged, it gained the main focus among other language sub-skills.

Various innovative approaches in language teaching affected at the same time also vocabulary teaching; namely, the techniques and activities were introduced in classrooms. Language experts offer nowadays a vast variety of principles to expand students’ vocabulary effectively. Both teachers and students become active organizers of the teaching and learning process seeking for the best solutions together. Vocabulary step by step gains its own stable position becoming an independent language area with its peculiarities.

The aim of the Diploma Paper is to investigate the influence of including authentic materials for enriching students’ vocabulary and raising the awareness of its acquisition through various strategies and techniques for upper-intermediate learners of English.

The following enabling objectives were identified as a means of achieving the aim:

1)To do a summative analysis of the theoretical literature on development of vocabulary teaching; methods, techniques and strategies that could be used for enriching students’ vocabulary were investigated.
2)To do a summative analysis of the theoretical literature on including authentic materials in the English language teaching process.
3)To analyze the theory on peculiarities of authentic resources for classroom use
4)To examine the present situation in schools concerning the vocabulary development, techniques and strategies applied, using the questionnaires for students and discussions for teachers.
5)To do a case study on the inclusion of authentic resources in a classroom

The research questions of the Paper are the following:

1)Do secondary school students need to be aware of various strategies and techniques for learning lexical units of the language?
2)Are authentic materials introduced in English language classroom and what is their usefulness?
3)Do authentic materials enrich students’ vocabulary?

Hypothesis of the Diploma Paper is the following – using a definite authentic material with upper intermediate and advanced level learners can efficiently enrich students’ vocabulary and raise students’ language awareness.

Referring to Nunan’s (1992) classification of language learning research methods, a case study was applied.…

Author's comment

ABSTRACT The mechanism of vocabulary learning is regarded as a complicated and ambiguous issue, because it possesses a complex nature. Language lexical units are not acquired immediately, for this reason numerous exposures are needed. Language specialists present various aspects and tactics that could assists teachers and students in the process of vocabulary acquisition. Nowadays, real content materials and authentic resources are given the preference both by teachers and students since they provide the opportunity to face new words many times. Students are able to undergo the stages of recognition and understanding; through direct exposure to a real context students observe and memorize lexical and grammatical peculiarities of the language. The aim of the Diploma Paper is to investigate the influence of including of authentic materials for enriching students’ vocabulary and raising their awareness of its acquisition through various strategies and techniques for upper-intermediate learners of English. In the theoretical part of the Diploma Paper the author analyzed the literature and investigated the research work done by acknowledged language experts. In order to obtain practical results of the research, the case study on the inclusion of authentic materials in English language lessons was carried out. Firstly, the survey of students was carried out in order to find out their opinion on vocabulary learning and inclusion of authentic materials. Then the discussions with teachers were performed in order to find out their opinion about vocabulary teaching and inclusion of authentic materials for this reason. The last stage of case study was devoted to a variety of exercises based on authentic materials and analyses gained data through the questionnaires. The analysis of the theory provides the description of the process of vocabulary acquisition and offers the main guidance for inclusion of authentic texts are described. The methods of practical research present the insight of practical use of authentic recourses in Riga secondary schools. The author has concluded that authentic texts can be included effectively in English language learning process for enriching students’ vocabulary at secondary school and raising students’ awareness of real language peculiarities. However, the stage of preparation is needed to be taken into consideration before introducing an authentic resource in a classroom. ANOTĀCIJA Vārdu apguves mehānisms tiek uzskatīts gan kā grūts, gan sarežģīts. Valodas leksikās vienības netiek apgūtas uzreiz, tāpēc rodas nepieciešamība daudzkārt saskarsmē pielietot apgūstamo leksiku. Valodas speciālisti piedāvā dažādus paņēmienus un metodes, kas var palīdzēt skolotājiem un skolēniem vārdu krājumu apguvē. Mūsdienās skolotāji un skolēni dod priekšroku komunikatīvajai valodas apguvei un tādiem mācību materiāliem, kuri balstīti uz reālo saturu un autentiskiem avotiem, tāpēc ka tie dod iespēju saskarsmē pielietot apgūstamo leksiku vairākas reizes. Skolēniem ir iespēja iziet atpazīšanas un saprašanas posmus, tiešā saskarsmē reālā kontekstā studenti vēro un iegaumē leksiskās un gramatiskās valodas īpatnības. Diplomdarba mērķis ir izpētīt autentisko materiālu iekļaušanas ietekmi valodas apguves procesā, lai bagātinātu skolēnu vārdu krājumu angļu valodā virs vidējā līmeņa, kā arī palielinātu valodas prasmes līmeņa apzināšanu mācību procesā un veicinātu daudzveidīgu stratēģiju izmantošanu. Diplomdarba teorētiskajā daļā darba autors analizē dažādus literatūras avotus un izskata atzītu valodas ekspertu pētījumus. Lai iegūtu rezultātus praksē, tika realizēta atsevišķa gadījuma izpēte, kas balstās uz autentisko materiālu iekļaušanu angļu valodas stundās. Sākumā tika veikta skolēnu izpēte, lai uzzinātu viņu viedokli par vārdu apgūšanas procesu, kā arī autentisko materiālu izmantošanu. Tika organizētas diskusijas ar skolotājiem, lai uzzinātu viņu viedokli par vārdu krājuma apguves procesu un šim nolūkam paredzēto autentisko materiālu iekļaušanu. Pēdējā pētījuma stadijā tika veltīta to uzdevumu iekļaušana, kas balstīta uz autentiskiem materiāliem un skolēnu aptaujas analīzi. Teorijas analīze piedāvā vārdu krājuma apguves procesa aprakstu, kā arī pamatieteikumus autentisko materiālu izmantošanā. Praktiskā izpēte dod ieskatu par autentisko materiālu pielietošanu Rīgas vidusskolas skolēniem praksē. Autors secina, ka autentisko materiālu izmantošana angļu valodas mācību procesā ir ļoti efektīva metode, lai bagātinātu vārdu krājumu vidusskolēniem, kā arī palielinātu viņu prasmju apzināšanu mācību procesā sarunu valodas apguvē. Jāņem vērā, ka pirms autentisko materiālu iekļaušanas mācību klasēs bija nepieciešamais valodas prasmes līmenis, bet pēc pētījuma tas strauji paaugstinājās. TABLE OF CONTENT INTRODUCTION 1.HISTORICAL OVERVIEW OF VOCABULARY TEACHING 2.CURRENT ISSUES IN VOCABULARY TEACHING 2.1. CATEGORIZING VOCABULARY 2.2. IMPLICIT VS. EXPLICIT TEACHING VOCABULARY 3.CURRENT PRINCIPLES IN TEACHING VOCABULARY 4.FRAMEWORK OF AUTHENTIC MATERIALS 5.CASE STUDY 6.CONCLUSION 7.THESIS 8.BIBLIOGRAPHY 9.APPENDIX

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Inclusion of Authentic Materials for Enriching Students' Vocabulary at English Language Lessons at Secondary School