A Study Of Paper Advertiments Of Authentic Materials Used In Task-Based Oral Activities

The interest in the use of authentic materials for language teaching developed from 1970s under the influence of communicative language teaching. As the communicative language teaching method has founded, more and more foreign researchers and scholars began to pay attention to authentic materials, they found that authentic materials used in language teaching had lots of advantages, such as: authentic materials make language learners directly face to authentic context; authentic materials can stimulate learning interest and enhance learning motivation The researchers suggested that the more authentic materials should be used in language teaching. Therefore, our study is focus on how to use authentic materials in language teaching.This study use authentic materials as a foundation, start from the learning needs of learners, put authentic materials into task-based oral activities, discuss the problems that authentic materials use in language teaching.The teaching experiments are made up with 20 task-based oral activities with print advertising of authentic materials. Choosing of authentic materials is directed by i+1 input hypothesis that make sure the authentic materials are comprehensible materials, but a little beyond current level of learner's competence. The process of activities should follow the "3P"method—presentation, practice, and production. The information-gap should be also used when designing the oral activities. And then, a class of American students, who have learned Chinese before in American, are chosen as an experiments for the study. Though the observation of the classroom teaching, questionnaire survey after the activities, and the interview of learners, finally some conclusions were found:The print advertising of authentic materials is welcomed by all learners. Learners believe that authentic materials are useful to using Chinese in daily life. Authentic materials can improve the quantity and quality of language output of learners. Whereas, someone think the information-gap activities limit the oral expression. Conclusions have been found in the activities:Authentic materials with pictures are more useful and easy to learn to learners than plain text. And the oral activities should combine with the textbook, make them have same theme. The tasks in the oral activities should not be too hard, the tasks should be somewhat easy, thus make sure learners have the topic to say.Some teaching plans are enclosed in the end of the study. Hoping the teaching advises and the teaching plans are useful to more Chinese language teachers. I am looking forward to more intensive study on authentic materials using in language teaching.