Breadcrumb

 
 

'Authentic' language vs. English language teaching recommendations and predictions

Title:

'Authentic' language vs. English language teaching recommendations and predictions

Gordon, Angela (2006) 'Authentic' language vs. English language teaching recommendations and predictions. Masters thesis, Concordia University.

[img]
Preview
PDF - Accepted Version
3026Kb

Abstract

Classroom language may prepare language students to communicate, but it often doesn't adequately prepare students to comprehend 'authentic' language (i.e., language used by native speakers in real life situations) since some characteristics of authentic language such as complex syntax and lexical variety are quite often not present in teaching materials. Consequently, language students who may be able to communicate successfully to native speakers outside the classroom can encounter difficulty when trying to comprehend language native speakers say to them. The aim of this study was to compare language produced by native speakers to the language presented in ESL materials and language predicted by ESL teachers in relation to giving directions and giving advice tasks. The results indicate that there is little match among the three groups. This study also shows that certain types of tasks, namely close-ended ones, produce certain amounts of predictable lexis and syntax which is often not included in teaching materials

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Gordon, Angela
Pagination:ix, 85 leaves : ill. ; 29 cm.
Institution:Concordia University
Degree Name:M.A.
Program:Education
Date:2006
Thesis Supervisor(s):Gatbonton, Elizabeth
ID Code:8934
Deposited By:Concordia University Libraries
Deposited On:18 Aug 2011 14:40
Last Modified:18 Aug 2011 15:02
Related URLs:
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Document Downloads

More statistics for this item...

Concordia University - Footer