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Authentic Materials and the Role of Fixed Support in Language Teaching: Towards a Manual for Language Learners. CLCS Occasional Paper No. 20.

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Title: Authentic Materials and the Role of Fixed Support in Language Teaching: Towards a Manual for Language Learners. CLCS Occasional Paper No. 20.
Language: English
Authors: Little, D. G., Singleton, D. M., Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.
Peer Reviewed: N
Page Count: 30
Publication Date: 1988
Document Type: Reports - Evaluative
Opinion Papers
Descriptors: Computer Oriented Programs, Grammar, Instructional Materials, Second Language Instruction, Second Language Learning, Student Interests, Student Needs, Teaching Guides
Abstract: While there are powerful arguments in favor of using authentic, essentially ephemeral materials in second language learning, there may also be a significant need for fixed support in addition. Recent research in Ireland suggests a student-perceived need for instruction in grammar that, in combination with authentic materials and other kinds of information about the language, can substantially advance language learning. The proposed solution is a text exploitation kit, available to teachers and learners, with detailed, step-by-step instructions for creating didactic materials from authentic texts. Such a manual would have three sections: the first non-language-specific, dealing with learning in general and language learning in particular and offering a number of strategies for promoting more effective learning; the second language-specific and containing reference material relating to the language system in question and its principal sociocultural contexts of usage; and the third language-specific but constructed of a battery of text-exploitation "recipes" designed to mediate between the manual's first and second sections and authentic texts. The manual could be in print form or use computer technology. (MSE)
Entry Date: 1990
Accession Number: ED316033
Database: ERIC
FullText Text:
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  Data: Authentic Materials and the Role of Fixed Support in Language Teaching: Towards a Manual for Language Learners. CLCS Occasional Paper No. 20.
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  Data: <searchLink fieldCode="AR" term="%22Little%2C+D%2E+G%2E%22">Little, D. G.</searchLink><br /><searchLink fieldCode="AR" term="%22Singleton%2C+D%2E+M%2E%22">Singleton, D. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Trinity+Coll%2E%2C+Dublin+%28Ireland%29%2E+Centre+for+Language+and+Communication+Studies%2E%22">Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.</searchLink>
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  Data: 30
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  Data: 1988
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  Data: Reports - Evaluative<br />Opinion Papers
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  Data: <searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Guides%22">Teaching Guides</searchLink>
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  Data: While there are powerful arguments in favor of using authentic, essentially ephemeral materials in second language learning, there may also be a significant need for fixed support in addition. Recent research in Ireland suggests a student-perceived need for instruction in grammar that, in combination with authentic materials and other kinds of information about the language, can substantially advance language learning. The proposed solution is a text exploitation kit, available to teachers and learners, with detailed, step-by-step instructions for creating didactic materials from authentic texts. Such a manual would have three sections: the first non-language-specific, dealing with learning in general and language learning in particular and offering a number of strategies for promoting more effective learning; the second language-specific and containing reference material relating to the language system in question and its principal sociocultural contexts of usage; and the third language-specific but constructed of a battery of text-exploitation "recipes" designed to mediate between the manual's first and second sections and authentic texts. The manual could be in print form or use computer technology. (MSE)
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      – SubjectFull: Computer Oriented Programs
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      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Instructional Materials
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Student Interests
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