Introduction The use of authentic materials at tertiary level Viola Wong, Peony Kwok, and Nancy Choi Most language teachers recognize the value of using authentic materials for teaching and learning purposes. This article focuses on two major applications of authentic materials: developing learners’ language skills, {and orienting learners to the application of these skills in possible sub: sequunt activities in the outside world. The writers describe their experi fences in selecting and using authentic materials, and in designing and ‘evaluating tasks that illustrate such applications at tertiary level In this paper, we shall try to share with the reader our views on how ‘authentic materials can be used in the classroom with tertiary students, and in particular, with Year 1 degree students. The model we shall put forward here has arisen from our recent evaluation of our work in this area. Like most language teachers, we find authentic materials a rich souree for planning and conducting teaching and learning activities. In particular, authentic materials can help us to achieve the aims of enriching students’ experience in the learning and use of English, sensitizing them to the use of English in the real world, and helping them to generate a learning strategy for learning not only English but also ther subjects. ‘There is a variety of definitions for the term ‘authentic materials’. In this paper, we use it to refer to materials which are used in genuine ‘communication in the real world, and not specifically prepared for the teaching and learning of English. Examples of such materials include written and audio-visual materials from the media, materials used in the professions, and even textbooks of other subjects. Authentie materials are characterized. by the genuineness of time location, and people. With materials that are about current events in the real world and happenings in familiar places, students may find it easier to relate the events to their own experience or knowledge, and be able to appreciate the use of language in these materials. Authentic materials .erve the teacher and students well, in that they can offer contexts with which students are more familiar. [At the Hong Kong Polytechnic, English is offered to almost all degree students through an EAPYESP course aimed at helping them to use the language in their studies and, at some time in the future, in their work, In most cases the performance of our students on the English course is ELT Jounal Volume 49/4 October 1995 © Oxford University Press 1995The teaching/ learning process continuously assessed, without the constraints of a pre-set examination format. This means that there is a great deal of flexibility in the design and execution of curricula, which is seen, for example, in the choice of ‘materials and teaching methods, In this context, authentic materials are a suitable means of exposing students to the genuine use of English for communication. By reading a company or laboratory report, for instance, students can see how English is used to present data, analyses, and recommendations. They are also exposed to English which at times may be flawed, and so develop the ability to identify errors and weaknesses in language use— fan important skill in the learning process When selecting materials for our EAP/ESP courses, we find that ready- made language teaching materials are not always suitable for our particular subject areas or disciplines. Even those published materials which are geared towards relevant disciplines may teach a level of English that is too elementary or advanced for our students, or take an approach that may not suit our mode of teaching and learning, class izes, and the duration of our courses. Authentic materials, on the other hhand, such as coursebooks, journal, magazines, and_ television programmes, can provide valuable support to the teacher in developing 4 curriculum specially designed for a specific group of students. ‘There are three stages in our approach to using authentic materials, each characterized by the activities of the learners. Stage 1 concentrates on individual responses to the topies of discussion: Stage 2 on the sharing and evaluating of experiences; and Stage 3 on the consolidation of acquired knowledge and language skills through the design and ‘completion of various tasks by the learners themselves. In-Stage 1. the authentic materials chosen by the teacher act as a stimulus to thinking, and help to draw out issues in contemporary events for discussion, Students are encouraged to participate and. it is hoped. to express themselves confidently. as they share and explain their individual perspectives, and state their preferences. Stage 1 ends in a period of reflection. After unravelling their thoughts. ‘and working through their emotions, the students are given time to take stock. They are asked to think about any changes they would like to ‘make to their previous opinions, attitudes, and prejudices, The students ‘enjoy being able to choose what to Keep and what to discard from their schema of new information and ideas. Stage 2 begins with a discussion, based on open questions from teacher and students. The students put forward ideas for exploration, arguing for ‘and against particular views. In these sessions the whole intricate process of learning is acted out loud. The dynamics of the interaction between the class input (authentic materials), the teacher, and the students, are aan essential part of the learning process, in which the students learn the importance of mutual respect in achieving collaboration. Use of authentic materials at tertiary levImplementation 320 After shaping their ideas through discussion, the students have 10 ask themselves what is worth retaining. This might be an idea, something someone said, a phrase or a sentence in the text, piece of information, questions raised. something inspiring or provocative. This evaluation step leads to Stage 3, and the process of designing and completing worthwhile tasks. This highlights communicative and language needs In identifying communicative needs, the students have to describe an imaginary situation that will give a context to their acts of communica tion in the tasks. They also have to decide on-the text type most appropriate {o the context, which might be a letter. a report. a memo, an article in 2 newspaper, or an advertisement. The €ffectivencss of the language will depend on the overall linguistic ability of the students (sentence structure, vocabulary repertoire, linkage of ideas, develop- ‘ment of thoughts, ete). Afterwards, the teacher and the students evaluate the output. In the evaluation, the emphasis is not just on whether the students have achieved the aims set out by the teacher and how effective the piece of communication is, but also on the students’ ability 10 overcome problems. their approach to tackling a certain task, their way of co: ordinating efforts. The evaluation process also gives some indication of their strengths and weaknesses, suggesting how the teacher might help the students in thinking, and in expressing themselves; it also shows the teacher the impact of the authentic materials and the whole learning process on the students. For the students, the evaluation process is an ‘opportunity to share their work and to learn {rom one another, In this illustration of the classroom use of authentic materials, the source was a newspaper article about vegetarian diets, The main point of this article was that a chemical element named genistein, recently identified by biologists in soya bean products and vegetables, was found to curl the growth of cancer. This discovery had led to the recommendation of vegetarian diets. The language skill focus identified in this article was the logical progression of ideas. AS preparation for the Stage 1 discussion, the students were given this article one week before the class, with two accompanying tasks, The first required them to think about their own ideas and opinions on the article: the second was to note down the key idea of each paragraph in a phrase oor a sentence, The class duly met one week later to talk about the main topic and the overall content of the article. The students seemed to know very little about the subject matter, and it was difficult to get feedback from them. Most of the students in this particular group Were not very articulate and were reluctant to join in the discussion—perhaps an effect of spoon {feeding in secondary school. The students were not yet ready for a selt- generated, self-reliant mode of teaching and learning. In view of this, the teacher did not let the discussion continue for too long. Viola Wong, Peony Kwok, and Naney ChoiUssion, the students have to ask ais might be an idea, something the text. a piece of information or provocative. This evaluation 88 of designing and completing Unicative and language needs. ve students have to deseribe an text 10 their acts of communica- decide on the text type most bea letter. a report, a memo, an ment. The effectiveness of the nguistic ability of the students, dire, linkage of ideas, develop: ats evaluate the output. In the on whether the students have and how effective the piece of students’ ability to overcome certain task, their way of 8 also gives some indication of ng how the teacher might help ag themselves, it also shows the terials and the whole learning 1s, the evaluation process is an earn from one another. authentic materials, the source 1 diets. The main point of this 2d genistein, recently identified vegetables, was found to curb led to the recommendation of identified in this article was the a the students were given this > accompanying tasks. The first eas and opinions on the article: ‘of each paragraph in a phrase ‘about the main topic and the Ms seemed to know very little ult to get feedback from them, ‘oup were not very articulate, perhaps an effect of spoon: s were not yet ready for a self ad learning. In view of this, the € for too long. Task 2 went more successfully. As the teacher wrote the students suggestions for key ideas on the whiteboard they became more interested and motivated, sensing some sort of recognition in the way their suggestions were approved of by the other students and the teacher, After, all the key points had been listed on the board the students were ible to see some grouping of ideas, and they became more confident. They became more ready t0 talk and were able to bring in issues related to the topic. The class then moved om to Stage 2, the discussion stage. Stage 1 had been 4 kind of brainstorming, a free interchange of ideas. but Stage 2 was a discussion about distinct points of view. By now the students were ready to take a stand: they had indicated their preferences, and affer a period of reflection had consolidated what they thought about the topic. Next each student was encouraged to evaluate what he of she and the others thought and said. They were also encouraged 10 make a note of any ideas or Janguage skills they had accumulated throughout the process. At Stage 3 students began by deciding what kind of tasks they would like todo. then spent about an hour discussing what they wanted to generate from the article, and what kind of approach they would take. The class Of sixteen students was divided into four groups of four to work on the tasks they had generated, which had to be submitted in three weeks, The students were quite enthusiastic about putting ideas and language points derived from the discussion into written work of their own. The first group suggested writing a letter to the editor. supporting the writer's view about the value of vegetables, and listing Hong Kong people's views on vegetarian diets, and the difficulties in promoting such diets in Hong Kong, ‘The second group suggested writing an article about whether or not foods cooked on a barbecue would cause cancer. It was an interesting Suggestion because we could see that, as teenagers, the students were concerned about possible health hazards from eating barbecued food, They were not so concerned about the possible beneficial effects of vegetarian diets, which possibly appeared to be more remote to them. The third group suggested writing an essay on “Are green plants really beneficial to health?" in which they would discuss the nutritional value of green plants, for example tea and herbs, Inthe essay they would also make @ comparison between meat and green plants, illustrating their Points by referring to successful cases of using Chinese herbal medicine. The fourth group suggested writing an article on the relationship between man and green plants. In the article they would discuss how green plants could be of use to health, and point out the connection between environmental protection and green plants. It ean be seen that the students were actually generating something new out of what they hhad acquired through the earlier discussion, and it was hoped that they would apply the same approach to their work within other subject Aisciplines, Use of authentic materials at tertiary level 321Evaluation Throughout the whole process, he teacher evaluated the appropriacy 0 findings the materials, her own role and responsibilities the evel aetineree, the students, their enthusiasm for the article, and the output, From thi cvaluation the following points have emerged to inform future activities of this sort 1 The teacher should have a good knowledge of each student's ability and of the general relationships between them. Issues to be careful, Considered by the teacher before setting up the task include whethey some students feel embarrassed when speaking in the presence of other members ofthe group, how embarrassment car be avolded, and how the teacher can generate a free and enjoyable learning atmosphere in elaee session 2 The students’ temperament and readiness forthe assigned task have a bearing on how successful the task can be. In this case, they needed more time to get ready for the discussion of thei ideas. One possibility ‘pula be to organize small-group discussions before the actual exchange of ideas among all students and the teacher. In this way the students sh feel more secure, and more confident about participating in free discussion, A he feacher has to exercise judgement when manipulating the ‘materials during the actual implementation of tasks. For example, the fiudents in this elass were 100 stow and unresponsive when ding the first task in Stage 1. So the teacher immediately changed to the second {ask, which sparked off students’ interest. It was felt that Task 2 would sive students @ sense of security, which would help them with the lscussion of ideas, an approach not generally adopted in secondars schools. It can be seen that the teacher, as an observer as well as 4 facititator, has to act flexibly in response to students’ performance wad needs, ‘This type of activity supports the idea that authentic materials can serve as a bridge between the classroom and the outside world, and that with « Sobaborative ‘effort between teacher and students the learning experience can become a constructive and fulfilling one Received November 1904 The authors English Language Teaching to Cantonese speak Teeter ae ony Kwols and Nancy Chot are ert at tertaty evel whieh asians ae Fong Roe fh 2gpariment of English a the design, ‘matetal preparsien eee opera Hong Kong Polytechnic: Their special interest is tions, and source an me Viola Wong, Peony Kwok, and Nancy Choi