The Impact of Authentic Materials on the Contextualized Teaching of Vocabulary. Videos as a case in point.

Abstract

This study was primarily inclined to study the integration of authentic-material-based videos in EFL tertiary classroom. Qualitative research methodology was utilized in this study. The qualitative research data consisted of researchers' and teachers' studies in the field to provide a data-base to EFL teachers to use authentic material-based videos in their classes, and why not to be incorporated in the curriculum and supplied by educators. A framework that represents challenges for language learners and teachers was investigated. In the classroom, authentic materials-based videos, accompanied with handouts of tasks and questions of comprehension, can guide EFL learner through the material, and also test if s/he is willing to get the general idea of the data-collected. Authentic material teaching process involved collecting evidence of teaching over a period of time, using diversity of assessment methods. The first and foremost principle entailed the notion of its appropriateness to the learners' needs, interests, skills and the purpose of communicating. The second one necessitated the expansion of their world knowledge by exposing the learners to relevant and currentevents. The third provided opportunities for contextual language use and practice, and meaningful communication. The fourth entailed their motivation to continue finding out about people, cultures, and literature related to the target language. This work was aimed at thrashing out the theoretical and the practical arguments of using a cartoon video sequence implemented in two foreign language classes. How this instrument was used as a facilitator to deal with not only the linguistic skill, but also to teach students the skill of wondering, negotiating, interrelating, forecasting and assisting while viewing and listening to the employment of a band of vocabulary to negotiate about several themes and blended values was analyzed as well.