Effect Of Authentic Listening Materials English Language Essay

Effect Of Authentic auditory sense Materials English Language EssayThis article is about the role of trus 2rthy hearing tangible on students motive and how it helps them in improving their learning. Many researchers have studied about the honest sensibles. They advocate the use of authoritative material and have different point of views, but they agree upon 1 idea exposure, exposure to real phrase and real life, in other words, the advantage students doctor from being exposed to the language in authentic materials. The authentic materials should be used with the students level of knowledge and the students should be aided by their teachers to deal with the difficulties they face.I IntroductionThere are some commentarys regarding hearing. According to definition by Oxford (1993, p. 206), listening is a complex problem solving skill and it is more than middling perception of the sounds. Listening includes comprehension of implication words, phrases, clauses, sentences, and connected discourse.In another definition by Oxford dictionary, listening is outlined as make an effort to come across something listen to the radio, listen for the bell, to pay attention, heed.Listening skill is a significant function in foreign language learning. Among the skills, listening is the primal superstar.Furthermore, according to Saricoban (1999), considers listening as one of the fundamental language skills. It is a medium through which children, young people and adults gain a large portion of their information, their understanding of the earth and of human affairs, their ideals, sense of values, and their appreciation.Rivers (1978) believes that listening is a creative skill. It means we comprehend the sound going on our ears, and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material we create significance. He as well as states that listening skill is listening with comprehension, attention and appreci ation. Then, listening occupation wishs to integrate skills of language, such as pronunciation, lexicon mastery, writing, babbleing, andreading. According to Rivers listening skill should be integrated with other skills. So in this case it includes not only the listening activity itself but also writing , speaking, and so on.There are some problems regarding listening that Underwood (1990) mentions some kinds of them in listening that are directly related to the students themselves. One of the problems is ground on the fact that students have established learning habits in the sense that they have been encouraged to understand everything by listening carefully to teachers who probably speak slowly and clearly. Hence, when they fail to understand every word while listening, they stop listening and lose the thread, which seems to be the reason for the state of panic and worrying they usually show before and during listening. In relation to those problems, we cannot deny that st udents motivation plays important role in learning listening.As mentioned in Brown (2006), another floor testament be motivation. I believe that listening and motivation are interrelated and influence each other . Because listening is so challenging, teachers need to destine carefully about fashioning the activities successful and the content pursuanceing. We can create arouse and motivating activities when listening such as using English songs. Thus, the students will be stimulated and not be frightened or worried when they are practicing listening.There have always been a lot of disputes over the military issue of listening in foreign language learning. Some believe that listening should be regarded as an essential element of foreign language proficiency, and as such plays an important role in foreign language programs. Other claim that on that point must be a strong relationship betwixt listening materials and EFL students motivation. As a matter of fact,student motivati on is an essential element that is necessary for quality of education. How do we know when students are motivated? They pay attention, they go about working on tasks immediately, they ask questions and volunteer answers, and they appear to be happy and eager. (Palmer, 2007).This article describes a tierroom research project to investigate whether listening materials development the classroom motivation of learners, a claim often made but rarely, if ever, tested. But before getting started to describe the impact of listening materials we should take into reflexion that what kind of listening materials do we mean? Are they authentic materials i.e. (what native speakers produce and write) or non-authentic ones (by which I mean materials produced specifically for language learners, e.g. exercises demonstrate in course books and supplementary materials).Many writers claim that authentic listening materials motivate learners because they are intrinsically more interesting or stimulat ing than artificial or non-authentic materials . Proponents of this view include Little and Singleton (1991124), Freeman and Holden (1986 67) Allwright(1979 179) who refer to this as the classic argument Little, Devitt, andSingleton (1989 26) , who add that authentic texts bring learners closer to the target language culture, making learning more enjoyable andtherefore move motivating King (1990 70), and Bacon and Finnemann (1990 459-60), Swaffar (1985 18),. Far fewer authors maintain that authentic materials reduce learner motivation because they are in any case difficult Morrison (1989 15),Freeman and Holden (1986 68), and Williams (1983 187 1984 26),.Despite the fact that authentic listening resources are often seen as having the potential to motivate learners, Rost (2002) points out that some teachers believe authentic material is likewise difficult for the students to handle1(p. 125). Anderson and Lynch (1988) stress, encourage passive and unsuccessful listening habits where the learners equate listening with sitting back and letting a largely nonsense(prenominal) sequence of sound wash over them (p. 45). Such a view reflects a general concern, no doubt influenced to some extent by Krashens (1981) introduce hypothesis, to ensure that task difficulty be set at an appropriate level. After all, most teachers would want to avoid possibly demoralizing learners with input too far beyond their. Apart from being dispiriting, exposing learners to incomprehensible listening materials can, linguistic competenceII Literature reviewMotivationD-rnyei believes that motivation is one of the most elusive concepts in applied linguistics and indeed in educational psychology in general.(D-rnyei, 1999, p. 525). he thinks that motivation is hard to grasp and is one of the central problems in educational psychology. A review of the mainstream psychology literature shows the difficulty of the concept of motivation a large with the difficulty to conceptualize it. This difficu lty in defining motivation is represented, on the one hand, by the several definitions of motivation, 1 and on the other, by the abundance of theories of motivation which are associated with different psychological perspectives on human behavior. In spite of the conceptual distinctions, however, most researchers agree that motivation is related to persons choice of a particular action, application with it, and effort expended on it. As Oxford and Ehrman maintain The external or behavioral features of motivation include decision-making, persistence, and activity level. The learner decides to choose, to pay attention, to engage in one activity but not others the learner persists over an extended time. . ..and the learner maintains high activity level (Oxford and Ehrman, 1993, p.190). 2These features of the motivated behavior are inbuilt in definitions given by mainstream psychology, as well as FLL literature on motivation. More recently, motivation is a process whereby a certain amou nt of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action, or until the planned outcome has been reached (D-rnyei, 1998, p. 118). In mainstream psychology, motivation is defined as the process whereby goal-directed activity is instigated and sustained (Pintrich and Schunk, 1996, p. 4). In the FLL field, when in the early 1990s the motivation agenda was reopened towards a more situated approach, as will be mentioned later, Crookes and Schmidt wrote . . .teachers would describe a student as motivated if he or she becomes productively involved in learning tasks, and sustains that engagement, without the need for continual acknowledgement or direction (Crookes and Schmidt, 1991, p. 480).As it is clear, in the above-mentioned definitions, (a) motivation is a process, (b) itinvolves goals which individuals have in mind and try to attain (or avoid), (c) itrequires activity on the part of the individual s the activities that students involve in are geared toward attaining their goal, and (d) motivated activity is both instigatedand sustained. D-rnyei includes in his definition the phrase . . . as long as no other force comes into play to lessen it and thereby finish action. . . which is also encompassed in Kuhls (Kuhl, 1987) control theory (again from mainstream psychology).Thus, D-rnyei s definition accommodates the possibility of the existence offactors which could intervene and weaken or terminate the persons action. Thelast parameter allows us to discuss the effects of the milieu (society/parents, school/ teachers) on learners motivation. In fact, the inclination to incorporate the impacts of contextual transactions (Paris and Turner, 1994) in the discussions of motivation, has recently become obvious. So we should agree with him because contextual factors are essential in improving motivation in learners.The need to discuss motivation as functioning in a social context, the cl assroom inparticular, spurred the boom in research and metaphysical postulations in the early1990s. these discussions and findings have indicated that the interpretive power of the construct of integrativeness for motivation and accordingly, achievement in FLL to occur (Gardner, 1985) had been overestimated.The use of authentic materials has been widely supported and there is, as Guariento and Morley (2001) mention, a general consensus in language teaching (p. 347) that it makes use of the learning process. A principal merit proposed for presenting samples of genuine spoken interaction is that it exposes learners to those language properties that are often missing from concocted texts. As Willis (2003) warns, there is a serious danger that specifically designed texts will show the language not as it really is, but as the course writers imagine it to be or would like it to be (p. 224).Less apparent, perhaps, than the benefit from exposure to this real-world language, is the affectiv e role of authentic resources. Peacock (1997) suggests that amongst language teachers there is a subjective impression that these resources confer apositive effect on learner motivation (p. 144). His study found an increase in on-task behavior and observed motivation when a variety of authentic materials were incorporated into language classes.An approach to motivation has been suggested by Peirce (1995, p. 17) she believes that investment would be a more appropriate term, signaling that learners invest in learning a second language in order to increase their cultural nifty (Bourdieu, 1991). According to this view, the notion of investment . . . attempts to grab the relationship of the language learner to the changing social world (Peirce, 1995, p. 17). Further, kind of than prioritizing acculturation to the L2 community, as many front attitudes studies have done, the notion of investment focuses on the individuals self-identity as the locus of concern.1.2. Beliefs about Listenin gThe importance of listening in language learning has only been recognise relatively recently (Oxford 1993). Since the role of listening comprehension in language learning was taken for granted, it merited little research and pedagogical attention. Although listening play an important role in audio-lingual methods, students only listened to repeat and develop a better pronunciation (for speaking). Beginning in the early 70s, work by Asher, Postovsky, Winitz and, later, Krashen, brought attention to the role of listening as a tool for understanding and a key factor in facilitating language learning. Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991). This research base provides support for the pre-eminence of listening comprehension in instructional methods, especially in the early stages of language learning.Listening comprehension has received considerable attention in the fields ofapplied linguistics, psycholinguistics and second language pedagogy during the last two decades (Anderson Lynch, 1988 Flowerdew 1994 Rost, 1990 Underwood, 1989 Ur, 1984). Results of the large body of research have shown that listening is not a passive process, in which the listener simply receives a spoken message, but rather a complex cognitive process, in which the listener constructs the meaning using both her linguistic and non-linguistic knowledge. The importance of the listeners cognitive and social judgments in the process of listening, in addition to the linguistic knowledge, has been especially emphasized (Rost, 1990). Some scholars believe that listening is an active process.in traditional view listening was regarded as a passive .Listening comprehension is viewed theoretically as an active process in which individuals focus on selected aspects of aural input, construct meaning from passages and relate what they hear to existing knowledge. one-third ConclusionIn the light of these findings, I recommend that teach ers of adult EFL to beginners try appropriate authentic listening materials in their classroom, as they may increase their learners levels of on-task behavior, concentration, and exponentiation in the target activity more than artificial materials. (It is possible to speculate that this would apply equally in intermediate advanced classes.) They may, however, reduce the levels of learner interest engendered by the materials used. It is important that materials selected for the classroom motivate learners, so one criterion for the selection of materials should be their effect on motivation. materials to be significantly less interesting than artificial materials. This stands in direct contrast to the large number of assertions listed above, to the effect that authentic materials are more motivating because they are intrinsically more interesting. These findings are a preliminary indication that this is not the case learners were more motivated by authentic materials, but not because they were more interesting. These results also indicate that, at least for the learners who participated, interest in the materials in use is quite separate as a component of motivation from levels of attention or action and persistence with the learning task. For this reason it was not possible to say whether authentic materials motivated learners or not. None of the authors who assert that authentic materials motivate learners make this distinction between separate components of classroom motivation, I suggest that in classroom motivation research, treating these two as separate components of motivation would lead to a clearer understanding of the meaning of the construct motivation, and a more precise picture of the effects of different materials on learner behavior in the classroom.The generalizability of the results is limited by the small scale of measurement of the study and the level of the learners, who were all beginners. It could be argued that the topic (and to a lesse r extent the activity based on the material, though these were similar every day) tycoon have affected results. I was unable to control for their effects, being unable to reliably isolate and quantify their inherent motivational level. One indication that levels of class interest in the topic or activity did not significantly affect levels of motivation is the fact that after day 8 of the study, the use of authentic materials invariably resulted in higher levels of on-task behavior and overall class motivation. If a motivational level of the topic or activity was a major variable, this would virtually certainly not have been the case. They may well remain as a minor variable.IV ReferencesAllwright, R. (1979). Language learning through c ommunication practice in C.J.Anderson, A., Lynch, T. (1988).Listening. Oxford Oxford University Press.Drnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge Cambridge University Press.Feyten, C., (1991). The power of list ening ability an overlooked dimension in language acquisition. Modern Language daybook 75 (2), 173-180.Freeman, D. and S. Holden. 1986. Authentic listening materials in S. Holden (ed.) Techniques of Teaching. 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