DOI:
https://doi.org/10.14483/22487085.18581Published:
2023-06-26Issue:
Vol. 25 No. 1 (2023): January-JuneSection:
Research ArticlesAuthentic Materials And Task Design: A Teaching Amalgam
A Teaching Amalgam for Listening
Materiales auténticos y diseño de tareas
Keywords:
Autentic materials, listening comprehension, pedagogical strategy, support and challenge, task design (en).Keywords:
comprensión auditiva, estrategia pedagógica, diseño de tareas, materiales auténticos, reto y apoyo (es).Downloads
Abstract (en)
The use of authentic materials in foreign language teaching has been a growing practice over the last few decades. With the emergence of technology, these materials are more accessible, particularly in digital formats. Despite being primarily designed for non-pedagogical uses, these materials have become valuable resources for English language learning. However, using them effectively for teaching and learning purposes requires a systematic structure. This article examines the use of authentic materials in relation to various language skills, with a particular focus on listening comprehension framed within a pre-, while-, and post-stage cycle at both local and international levels, with the latter referring to the Colombian context. A review of scholarship shows that the use of authentic materials is a seemingly frequent practice among teacher-researchers, but not among a larger audience of practitioners. Additionally, studies do not provide guidance on how to prepare practitioners to design appropriate activities that complement authentic materials. Therefore, after examining studies and based on our teaching-research experience, we aim to contribute to the implementation of a pedagogical strategy that combines the systematic use of authentic materials with listening comprehension and a task design that provides a balance of challenge and support.
Abstract (es)
El uso de materiales auténticos para la enseñanza de una lengua extranjera ha sido una práctica desarrollada durante las últimas décadas, pero actualmente con los avances tecnológicos estos son más accesibles, especialmente en formato digital. Estos materiales que no son diseñados con fines pedagógicos se han vuelto un recurso importante en la enseñanza del inglés. Aun así, el uso de estos recursos requiere una estructura sistemática para explotarlos efectivamente con propósitos de enseñanza. Esta revisión examina, en un contexto internacional y local, el uso de materiales auténticos para la comprensión de escucha en un ciclo de tres etapas: antes, durante y después. La revisión devela el uso de materiales auténticos como una práctica frecuente entre los profesores-investigadores, pero no difundida entre una audiencia más amplia de instructores. Igualmente, los estudios no revelan cómo preparar a los instructores para diseñar actividades apropiadas que acompañen dichos materiales. En consecuencia, después de examinar los estudios y basándonos en nuestra experiencia en docencia e investigación, intentamos contribuir con la implementación de una estrategia pedagógica que combine el uso de materiales auténticos, la comprensión de escucha, y el diseño de tareas que incorporen un equilibrio entre el reto y el apoyo para comprender el contenido.
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