Effortless english7/23/2023 ![]() They also indicated a clear preference in the experimental group for authentic materials over textbooks, suggesting that learners found them more interesting, varied and challenging, and better able to meet their perceived future language needs. The qualitative results of the trial helped to account for these differences in performance, suggesting that the authentic materials, and their associated tasks, allowed learners to notice a wider range of discourse features than those generally available in textbook input. 2 Univariate analysis of the pre/post-course tests, using ANCOVA, indicated statistically significant differences between the two treatment groups, with the experimental group out-performing the control group in five of the eight communicative competence measures. These were supported with qualitative results from learners’ diaries, case-study interviews with subjects from both groups and transcripts of classroom interaction. The hypothesis was tested with a batch of eight pre/post- course measures, designed to tap into different aspects of learners’ communicative competence or language skills: a) Listening b) Pronunciation c) ‘C’-Test d) Grammar e) Vocabulary f) Discourse completion task (DCT) g) IELTS oral interview h) Student- student role-play. The control group received input from two textbooks commonly used in Japanese universities, while the experimental group received input from authentic materials (films, documentaries, ‘reality shows’, TV comedies, web-based sources, home-produced video of native speakers, songs, novels and newspaper articles), designed to allow students to ‘notice’ features of the discourse which could help them develop some aspect of their communicative competence. Ninety-two 2nd year English major students, of similar proficiency levels, were assigned to either a control or experimental group for the period of the trial. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopragmatic, strategic and discourse competences). The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. 6 All above items must be avoided because they hinder the acquisition of a good oral proficiency. 5 The learning of grammar/ translating skills should be avoided because they involve the application of the MT. 4 The written word / writing should be delayed until after the printed word has been introduced. 3 Printed word must be kept away from second language learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech). ![]() (Baby never relies on another language to learn its first language). 2 Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language, and so MT has no place in FL lesson. Advocated teaching of oral skills at expense of every traditional aim of language teaching. New method laid great stress on correct pronunciation and target language from outset. "Never tell the children anything they can find out for themselves." (Jesperin 1904) Direct Method based on belief that: 1 Knowing a language was being able to speak it! Primacy of spoken word. It is certainly not understood therefore it can have no effect as far as the moulding of the intellect is concerned and no-one could seriously believe that children could learn their living German tongue from it." Instead grammar should be acquired inductively by inducing the rules of how the language behaves from the actual language itself. Vietor ('Die Sprachunterricht muss umkehren' 1882) "This study of grammar is a useless torture. All reformers were vehemently opposed to teaching of formal grammar and aware that language learning was more than the learning of rules and the acquisition of imperfect translation skills. ![]()
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