Authentic materials as supplementary materials

Au consequentlytic materials as ancillary materialsPlagiarism is a practice that involves the using of a nonher persons intellectual stunnedput and presenting it as ones own. This includes the presentation of work that has been copied, in whole or get down, from other sources (including other learners work, published intensitys or periodicals, or unpublished works or unauthorized collaboration with other persons), without due ac get laidledgement.A student found guilty of plagiarism will be subject to some or each of the followingReferral to Course Coordinator for counseling submission of just work uptake of the services of Student Learning Unit the placing of a record of the alleged infringement on the students file.Referral of the matter to the Head of School for publish of written warning re-submission of work for sagacity or the undertaking of another form of assessment such as an oral or unseen trial allocation of a fail grade to part or all of the assessment allocat ion a fail grade to the subject.Referral of the matter to the Dean for good luck from the form official disciplinary action by the University Disciplinary CommitteeStudent DeclarationI decl ar that this assignment is original and has not been submitted for assessment elsewhere.I decl atomic number 18 that this assignment is my own work and does not involve plagiarism or collusion.I let my consent for the electronic version to be examined by relevant plagiarism softw ar credit lines.I abide made a photocopy or electronic copy of my assignment, which I can hit if the original is lost for any reason.Signed ___________ ____________ Dated / /How to submit Your assignmentStudents are required to submit their assignment to their lector. This should be done in chassis, and can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer originally the due date.How to Collect Your Marked AssignmentYour work should be sucked from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan )More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website http//www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspxTABLE OF CONTENTSCHAPTER I cornerstoneResearch questionsCHAPTER II LITERATURE REVIEWText keep2.1.1 Text control Description2.1.2 Textbook Evaluation2.2 Authentic materials for extrasensory perception course book2.2.4. The office staff of see materials2.2.1. Definition of trusty materials2.2.2. The role of genuine materials2.2.3. Advantages of trustworthy mate rials2.2.5. The criteria of selecting indication authentic materials2.3. Applying authentic materials in extended practice program2.3.1. Applying authentic materials in extensive meter take ining program2.3.2. Post- learning activities2.4. Motivations2.4.1. Definition of motive2.4.2. Factors put ining pauperismCHAPTER III METHODOLOGY3.1 Kind of research3.2 Participants3.2.1 The police detective3.2.2 Selection of the subject3.3 entropy collection instrumentsCHAPTER IV RESULD AND DISCUSSION OF THE DATA4.1 Comparison of experimental and control groups reading development after the experiment4.2 Comparison of economics reading proficiency in the pre-test and post- test4.3 Comparison of economic reading proficiency in the midst of two classes4.4 Subjects preference of the post reading activities4.5 Attitude to the post reading activities4.6 give-and-take and implicationCHAPTER V CONCLUSIONREFERENCESAPPENDICESAppendix 1 The Pre-Test and Post-TestAppendix 2 Answer to the pre- test and post-testAppendix 3 The post program questionnairesAppendix 4 go out of the pretest and posttestABSTRACTThis research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the trust that authentic materials could enhance need of economic students in reading proficiency.Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The physical object class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading text editions selected from different sources and were chosen by the researcher at the faculty of slope and ensured of reliability. The same topics, similar causes of exercise and teaching methods were knowing by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target group with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced.The results of the research state that the role played by authentic materials in lecture classes, particularly in incline for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be employ for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for position classes in command and third- year ESP classes in particular at economics facult y at LTV University.CHAPTER 1INTRODUCTION1. IntroductionIn Viet Nam, position for Specific Purpose (ESP) has long been considered as an all important(predicate) subject because of its practicality-related demand. To meet the demand of the real economic-sociable invigoration, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different hold in areas such as Economics, Construction Engineering, Industrial Engineering, Foreign speech and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much management has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in diction learning. Materials not only provide learners a wide range of useful and fascinating info rmation but they also can play a part in enhancing learners motivation- one of the essential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St bath, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and involve is an obstacle for many an(prenominal) teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to take for headway the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the mankind of authentic language, while they can carry the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) )The aim of this research is to investigate the role of auth entic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more(prenominal) specific, students of economics at LTV University.To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials andTo give recommendations on how to use authentic reading materials efficiently.To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate.The specific objectives of this research are as follows to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students carriage to the use of authentic materials as a means to enhance motivation of students in post reading activities.This research is organized in 5 chapters, with a list of r eferences and appendices.Chapter one Introduction and research questionsChapter two Literature reviewChapter three MethodologyChapter quaternion Findings and discussionsChapter five ConclusionResearch questionQuestion 1 To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials).Question 2 To test the assumption of the role of authentic materials in enhancing students motivation in reading activities.CHAPTER 2LITERATURE REVIEWEnglish study Textbook2.1.1 Textbook DescriptionAt LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S.The course book consists of twelve units which can be completed in 30 two weeks with three periods of forty- five minutes per week in eight 4 per week 45 minutes class period each. The total clip of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is mean for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business organization communication skills1 Getting for information and note taking.2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations.3- Scanning and skimming, learning and increasing business dictionary.Students are required to read book able to par ticipate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term.2.1.2 Textbook EvaluationMentioning the issue of evaluating the textbooks Nunan (1988) provides his reviewer with valuable data resulting from rating, which may assist them in deciding whether a course needs to be modified or altered in someway therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following.Guideline one Course books should correspond to learners needs. They should match the aims and objectives of the language learning program.Guideline two Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes.Guideline three Course books should take acco unt of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid methodGuideline four Course book should have a cook role as a support for learning. Like teachers, textbooks mediate between the target language and the learners.Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and co mmunication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study.In sum, the textbook is essential for teachers, business men and business students to cater for their needs.With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is aristocratical for them to acquaint themselves with English economic terms and vocabularies related to economics).However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and helplessness of a currently used textbook.2.2. Authentic materials for ESP course book2.2.1. The role of reading materialsTo all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do day-after-day, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (19982) states that Reading without reading comprehension is meaningless. Alderson (2000) lays reading as an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985 139) defines materials as any systematic description of the techniques and exerc ises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St John (1998171) show some reasons why materials are used (i) as a sort of language (ii) as a learning sport (iii) for motivation (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires.2.2.2. Definition of authentic materialsWallace (1992 145) defines authentic text as real-life text, not written for pedagogic purposes. (p.145), it is used for inherent speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photograph s, videos selection, and other teaching recourse that were not curiously prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication.2.2.3. Advantages of authentic materialsThere are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand.Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get circumferent to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996172). When students are exceedingly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002)Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help figure out the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing.Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002)Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter.2.2.5. The criteria of selecting reading authentic materialsThree main criteria for selecting text suggested by Nuttal (1996170) are useful in application of selecting authentic reading materials.Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts shoul d be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the abstract level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel more confident more in effect(p) when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be relevant to the students knowledge of their foreign culture or to their functional needs.Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in couch to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990 67) as follows It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as internet, television, magazines, newspapers, literature an d mammalian but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selecting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is the students feel that they are interacting with quality materials because there is an essential interaction between language and thought Goodman (1988 12)Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984192) gives an interesting explanation of what an authentic material authentically is It is not that a text is understood because it is authentic but that it is authentic because it is understood. Everything the learner understands is authentic for him.2.3 Applying authentic materials in extensive reading program2.3.2 Applying authentic materials in extensive reading programNuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as real life texts, not written for pedagogic purposes Wallace (1992)They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authen tic environment.2.3.3 Post-reading activitiesPost reading activities provide students a good chance to review, summarise, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to unite or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial doing tasks on the language or the structure of the text, summarizing the text either orally or in writing.Jordan (1997143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its pote ntial for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may beAsking students to do the close exercises which relates the text to individual personal detailsAsking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to pull their ideas in their own of words.Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress.Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant.Asking students to play a role so as to persuade audients to involve in the activities.It is an important stage which assists students in linking up what they have read with their b ackground knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception.2.4 MotivationSo far, the role of motivation in bet on language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language.2.4.1 Definition of motivationCrookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ott (1998) assert that motivation energizes human being and provides direction. Brown (2000 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be su mmarized as (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity.2.4.2 Factors effecting motivationAccording to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning.AttitudeBelief about your selfGoalsInvolvementEnvironmental supportPersonal attributesBased on our discussion with colleagues, we learn that these factors are co-ordinated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased.CHAPTER IIIMETHODOLOGY3.1 Kind of researchIn order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to i nvestigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research.3.2 Participants3.2.1 The researcherThe researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years3.2.2 The selection of the subjectsFifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are some(prenominal) males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment.Data collection instrumentsThe experiments were carried out in two classes, which are called target group and control group.The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplementThe control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks software engineer with three teaching hours of forty-five minutes each.The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to snap the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading profi ciency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test.The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill asGuessing vocabulary from the contextMatching a word with its appropriate definitionComprehensionMultichoiceThe test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people.The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher.Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research.Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach.The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud