The Need to Develop Authentic Materials in Teaching Grammar Argumentatively and Communicatively for Iranian High School Students: (Theoretical perspectives)
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Aliakbar Tajik
1
(Department of English Translation, Faculty of Literature and Humanities, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran)
Neda Hedayat
2
(Department of English Translation, Faculty of Literature and Humanities, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran)
Neda Gharagozloo
3
(Department of English Translation, Faculty of Literature and Humanities, Islamic Azad University, Varamin-Pishva Branch, Varamin, Iran)
الکلمات المفتاحية: writing skills, Authentic Materials, Grammar interaction, Grammatical materials,
ملخص المقالة :
Teaching and learning grammar in Iranian high schools based on the communicative approach of the newly published textbooks tend to lead students to apply the grammatical pattern in sentence patterns not to apply them in communication. Acquiring writing skills is also more difficult compared to other three skills because writing skills require mastery of many different linguistic elements of the language that are beyond what is just taught in the standard curriculum. Therefore, EFL teachers should adopt effective strategies and techniques to develop the students' proficiency to write. That is, the grammatical materials used in the newly published textbooks have been used for the specific purpose of providing grammar practice. In a research done on authenticity of Iranian English high school textbooks the feedback received from the teachers’ and the students’ responses, such textbooks lack the authenticity of natural English in terms of content and presentation. The materials are not generally presented from the easy to hard order and they are mainly void of cultural and communicative points. Therefore, the study is primarily aimed at discussing the effects of using authentic material in teaching grammar communicatively and examining the need for English language teachers and course designers to develop authentic materials for grammar instruction communicatively for Iranian EFL students. The results of the study indicate that the need for English language teachers to use authentic materials in teaching grammar to give the opportunity to the students to expose to the real use of language.
Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1), 2087458.
Abdollahi-Guilani, M., Yasin, M. S., & Hua, T. K. (2011). Authenticity of Iranian English textbooks for schools. ELT Journal, 1(2), 25-30.
Amalsaleh, E. (2004). The representation of social actors in the EFL textbooks in Iran. Unpublished doctoral dissertation, Shiraz University, Shiraz.
Al Azri, R.H., and Al-Rashdi, M.H (2014). The Effect of Using of Authentic Materials in Teaching. International Journal of scientific & technology, 18, 249-254.
Al- Mekhlafi., and Nagaratnam, (2018). Difficulties in Teaching and Learning Grammar in EFL Context. The Internet International Journal of Instruction, IV.
Allwright, L. (2017). What do we want teaching materials for? ELT Journal, 36 (1).
Alqahtani, E. T. (2014). Effectiveness of using YouTube on enhancing EFL students' listening comprehension skills. Saudi Arabia.
Ansary, H., and Babaii, E. (2019). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation.
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading matrix, 6(2).
Beresova, J. (2015). Authentic materials–enhancing language acquisition and cultural awareness. Procedia-Social and Behavioral Sciences, 192, 195-204.
Daskalos, K., and Ling, J.J. (2005). Authentic Text or Adapted Text- That is the Question.
Ianiro, Sally. (2007). Authentic Materials.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL quarterly, 40(1), 83-107.
Foppoli, J. (2006). Language Acquisition vs. Language Learning.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353.
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools June 2007 home, PDF Full Journal, SWF, 9, 2, Article 7.
Kilickaya, F. (2004). Authentic Materials and Cultural Context in EFL Classroom. The internet TESL Journal.
Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. Online Submission, 10(7).
Khodabandeh, F. & Mombini, R. (2018). Iranian EFL teachers' and students' perceptions towards the first grade high school English textbook (Vision1). The Journal of English Language Pedagogy and Practice, (11). 141-167.
Lestari, N. (2019). Improving the speaking skill by vlog (video blog) as learning media: The EFL students perspective. BEST PRACTICES IN EDUCATION MANAGEMENT: Teaching, Learning and Research, 89.
Little, D. G., & Singleton, D. M. (1988). Authentic Materials and the Role of Fixed Support in Language Teaching: Towards a Manual for Language Learners. CLCS Occasional Paper No. 20.
Martinez, A. (2005), Authentic Materials: an overview.
Mestari, S. A., & Malabar, F. (2016). The use of authentic materials in teaching grammar for EFL students (teachers perspective). LLT Journal: A Journal on Language and Language Teaching, 19(2), 125-131.
Miller, M. (2005). Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan. Masteral thesis, University of Surrey, Guildford, UK.
Mirzaei, N., & Tabatabaei, O. (2017). Textbook analysis: Comparing the recent and the old first grade high school English textbooks, teachers, and learners' perspective in focus. RELP, 5(2).167-180.
Newmann, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational leadership, 50(7), 8-12.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Omid, A., and Azam, R. (2015). Using Authentic Materials in the Foreign Language Classroom: Teachers’ Perspective in EFL Classes. International Journal of Research Studies in Education 105-114.
Pouranshirvani, M. (2017). The internal evaluation of new English textbook "vision1" for tenth – grade students in Iranian high schools from teachers' perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature. 1 (3): 1-14.
Richards, J. C. (2006). Materials development and research—making the connection. Relc Journal, 37(1), 5-26.
Sarapli, O. (2011). The use of Authentic Matrials in the Second Language Classroom: Advantages & Disadvantages.
Seeger, I. (2008) Teaching Grammar with Authentic Material. Advantages & Disadvantages of Deductive and Conciusness-Raising Approach. TESL Modul.
Swann, E. T. (2012). The grammar teaching toolbox: a resource for US secondary school foreign language teachers (Doctoral dissertation).
Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a foreign language classroom. Doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
Tomlinson, B., and Masuhara, H. (2004), Developing language course materials. Singapore: SEAMEO Regional Language Center.
Torki, F., & Chalak, A. (2016). An evaluation of English textbooks used in Iranian high schools: teachers’ and learners’ attitudes. Research in English Language Pedagogy, 5(1), 52-60.
Yarmohammadi, L. (2002). A contrastive analysis of Persian and English. Tehran: Payame Noor.
YUSUF, Y. Q., MUSTAFA, F., & IQBAL, R. M. (2021). An inquiry into grammatical errors in writing committed by high achieving EFL students. International journal of language studies, 15(2).
