DOCUMENT RESUME FL 022 824 ED 381 000 Chavez, Monika M. Th. AUTHOR Learners' Perspectives on Authenticity. TITLE PUB DATE 94 33p.; Paper presented at the Annual Meeting of the NOTE American Council on the Teaching of Foreign Languages (28th, Atlanta, GA, November 18-20, 1994). Research/Technical (143) Reports PUB TYPE Speeches /Conference Papers (150) MF01/PCO2 Plus Postage. EDRS PRICE *Anxiety; College Students; Difficulty Level; German; DESCRIPTORS Higher Education; Instructional Effectiveness; *Instructional Materials; *Relevance (Education); Second Language Instruction; Second Language Learning; *Second Languages; Stress Variables; *Student Attitudes; Student Characteristics; Surveys *Authentic Materials IDENTIFIERS ABSTRACT A survey investigated the attitudes of second language learners about authentic texts, written and oral, used for language instruction. Respondents were 186 randomly-selected university students of German. The students were administered a 212-item questionnaire (the items are appended) that requested information concerning student demographic variables, previous experience with German, current enrollment level, target language scenarios. country travel, and last course grade, and presented 53 Respondents rated the scenarios on four levels: authenticity; contribution to language learning; difficulty level; and level of anxiety/enjoyment elicited. Scenario themes included reading a menu, listening to a conversation about the weather, reading a letter, listening to directions, watching the news, and reading a literary story. Each varied with respect to the number and nature of authenticity factors they contained. Analysis of survey results (1) certain authenticity factors (immediacy, currency, indicate that: medium authenticity, native inception, native reception, cue authenticity, intent authenticity, learner inclusiveness, source authenticity, initiative authenticity, setting authenticity, cultural orientation) influence perceptions of authenticity, contribution to language learning, ease/difficulty, and anxiety/enjoyment; (2) perceived authenticity and difficulty are independent of each other; learning, and (3) correlations between authenticity, contribution to ease/difficulty, and anxiety/enjoyment varied by student characteristics. Contains 15 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. ***********..*********************************************************** . Mon ika M. Th .1 Chavez Learners' Perspectives on Authenticity Introduction C.) The use of authentic texts (written and oral) has become integral to communicative and mt oo proficiency-oriented foreign language teaching because of their essential contributions to the development of real-life linguistic (e.g. Krashen 1989; Bacon 1989; Villegas Rogers & Medley 1988) and strategic (see Swaffar 1988) skills as well as of cultural knowledge (e.g. Nostrand 1989, McGinnis & Chuanren 1992). Despite this general acknowledgment of authentic materials as indispensable from effective foreign language instruction, several issues have persisted in the debate on how and how much to actually incorporate authentic texts into the classroom: (1) questions relating to difficulty, specifically: (a) how to assess a text's level of difficulty and the validity of Readability Scales (see Bernhardt 1983), and (b) whether to grade (modify) texts or tasks (Villegas Rogers & Medley 1988) in order to strike a balance between preserving the beneficial effects of authenticity in building communicative and strategic skills and cultural knowledge on one hand and preventing students from being daunted by randomly occurring forms and vocabulary on the other (Geddes, Marion and White 1978). (2) the question of whether students' are willing to interact with authentic texts in view of their perceived difficulty (Bacon & Finneman 1990); and (3) the definition of authenticity itself: The standard definition of authentic as "produced by native speakers for native speakers" may be both too narrow and too broad: too narrow because it essentially prevents both non-native speakers as well as highly proficient learners from ever participating in authentic discourse and too broad because it disregards issues of context, presentation and usage, such as whether originally authentic materials when inserted into a textbook for unquestionably pedagogical purposes remain so, even though information contained in these texts is essentially (i.e., in terms of information content) irrelevant to the learners. For example, non-current movie show-time schedules from a foreign city and printed in a textbook are inauthentic to the learner as far as (a) these movies by now probably are available at video- stores only and (b) even if this information were up-to-date, learners would most likely not consider movies playing thousands of miles away when planning their week-ends. Rings (1986) has addressed these issues very aptly and summarized various suggested criteria of authenticity such as: (a) medium authenticity, i.e., the rendition of spoken discourse as such rather than in written form (Johnson 1979), (b) relevance (Mollica 1979), (c) nativeness (Loschmann & ( LOschmann 1985), (d) content (rather than form) orientation (Dula)/ et al. 1982), and (e) task or goal orientation (Weijenberg 1980). Rings further suggests that situations can be ranked ) according to their degree of authenticity, depending on the presence or absence of certain U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS office of Educational RISIMIIIIMA and Improvement characteristics. MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) \ in \ his document has been reproduced as received from the person or organization Onginating it 4 0 Minor changes have been m.rdsi to improve reproduction (eighty Points of vie* Or opintOna slated ,r1 Intsclocu- mon' do not necessarily represent offiC.al TO THE EDUCATIONAL RESOURCES OE RI position or policy INFORMATION CENTER (ERIC)." I 2 For the research project described here, I have drawn on issues relating to (a) the perceived difficulty of authentic texts, (b) authentic texts' contributions to language learning as perceived by learners, (c) learners' reluctance or eagerness to interact with authe-itic texts, (d) the determination of authenticity factors (i.e., characteristics which make a text more or less authentic), and (e) the question of how situations can be ranked according to their degree of authenticity. In sum, the following research questions were formulated: As how authentic do learners perceive related but not identical situations according to which 1. authenticity factors (see below) they contain? How do learners rate these same situations on their: (a) contributions to learning, (b) ease or 2. difficulty, (c) their associated level of anxiety or enjoyment? How does the rating of authenticity correlate to ratings of (a) cok:tributions to learning, (b) 3. ease or difficulty, and (c) associated anxiety or enjoyment? How do these correlations differ according to demographic variables such as (a) the current 4. level of language learning as reflected by enrollment in a particular university foreign language (German) course, (b) gender, (c) the amount of previous language learning experience, (d) academic major, (e) language learning success as reflected by the last course grade, (f) the extent of travel experience to a target language country, and (g) age? Which statistically generated factors underlie the ratings of authenticity, contribution to 5. language learning, ease versus difficulty, and associated anxiety versus enjoyment? Methodology 186 randomly selected students of all levels of German language at the University of X participated in the survey. Responses were anonymous but in order to analyze the responses according to demographic variables, the participants were asked to identify themselves according their )(tent of their previous experience learning German, their current level of enrollment, to the gender, the extent of their experience of travel to a target language country, their last course grade, and their age. The instrument was a 212-item questionnaire which can be viewed in the appendices (Appendix A). The questionnaire was administered in class or sent home with the learners, as deemed appropriate by each course instructor. No time limit was imposed; on the contrary, the participants were told to take their time and to carefully consider their responses. 3 The 212 items consisted of 53 scenarios which had to be rated in four separate cycles: (1) cycle 1: How authentic do you consider each of these scenarios? (from 1 = not at all authentic to 5 = very authentic); (2) cycle 2: How much does each of these scenarios contribute to your language learning? (from 1 = contributes nothing to 5 = helps a great deal); (3) cycle 3: How difficult to handle do you consider each of these scenarios? (from 1 = very easy to 5 = very difficult); (4) cycle 4: How would you react to each of these scenarios? (from 1 = causes me much anxiety to 5 =1 find it very enjoyable). The scenarios were clustered in themes: (1) reading a menu,(2) listening to a conversation about the weather, (3) reading a letter, (4) listening to directions, (5) watching the news, and (6) reading a literary story. Within these clusters, the scenarios varied according to how many and which authenticity factors they contained. The key to which authenticity factors were present in each of the scenarios can be viewed in the appendices (Appendix B). The following authenticity factors, formulated for the purpose of this study, were used: immediacy: non-recorded discourse, listening or watching as the discourse develops 1. currency: up-to-date information 2. medium authenticity: e.g. dialogues not presented in writing but aurally/orally 3. native inception: produced by a native speaker 4. native reception: produced for a native speaker 5. of cues, cue authenticity: being exposed to the and natural range 6. speak e.g. watching people speak and not only listening to them intent authenticity: the information stands to influence actual behavior, 7. i.e., one reads a movie schedule because one actually wants to go to a movie inclusiveness: learner participates; versus learner exclusiveness: learner does not 8. participate natural context source authenticity: discourse appearing in its original and 9. in a textbook, or environment; e.g. newspaper articles not printed 10. initiative authenticity: discourse solicited by learner; instead of introduced by teacher or another party 11. setting authenticity: target language environment; versus non-target language environment 12. cultural (goal) orientation: versus linguistic (mews) orientation 4 4 Results I. Extreme Scores The following table (Table 1) shows extreme mean scores assigned to scenarios in each of the four ,cycles (authenticity, contribution to learning, ease/difficulty, anxiety/enjoyment). Items ((scenarios) marked (*) represent the lowest score in each cycle, those marked (**) the highest. The staiidards vary and are described for each cycle. Table 1: Extreme Scores very low very high mean item item mean cycle 1: authenticity < 2.80 3.90 > 2.78 4 4.45** I 2.67 4.13 32 10 2.63* 4.11 9 37 2.70 4.02 50 25 2.85 3.91 33 51 cycle 2: contribution to language learning 3.20 3.80 > 2.86* 57 54 3.89 3.05 62 3.88 69 3.09 3.88 63 84 3.15 78 4.03** 85 3.11 4.03** 87 88 90 3.89 3.87 103 3.88 106 cycle 3: ease/difficulty 2.50 < 3.30 -> 2.43 109 3.55 119 2.26* 110 3.31 125 2.48 3.37 111 126 2.45 3.62** 113 157 5 2.36 115 3.45 158 2.50 116 cycle 4: anxiety/enjoyment < 3.05 > 3.50 3.02 170 3.51 162 3.03 182 3.62 163 2.81* 196 3.51 164 3.02 197 3.68** 191 2.89 198 3.54 194 2.85 211 203 3.55 204 3.51 206 3.52 209 3.55 Summary Native inception (factor 4) is the one factors which is clearly associated with extremely high 1. ratings in all four rating cycles. This means that learners consider situations involving native speakers high in authenticity, contribution to learning, difficulty and enjoyment. Conversely, factor 4 was also present in all items rated particularly low on the enjoyment scale, moving towards anxiety. However, this phenomenon only occurred in listening situations (items 170- 182 (listening to a conversation about the weather) and items 196-198 (listening to directions)), and in once instance related to literary stories without didactization (item 211). In contrast, items which rated extremely high on enjoyment exclusively related to reading (a menu, a letter) and to watching the news. In sum, native inception contributes to high ratings on authenticity, contribution to learning, and difficulty. As far as enjoyment is concerned, native inception also has positive effects, with the notable exceptions of situations involving oral language under reduced-cue-circumstances (listening only) and extended literary discourse without pedagogical mitigation. 2. Interestingly, cultural orientation (factor 12) generally appeared to contribute to extremely low ratings in instances where it was not coupled with native inception (factor 4). The presence of only one or no authenticity factor was associated with extremely low ratings 3. on authenticity. receive With regard to enjoyment, scenarios with solicited information (factor 10) generally 4. higher ratings. Factor 10 was present in all but two items (164, 191) which received extremely high enjoyment ratings. Items relating to "reading a menu" were rated particularly low on difficulty, which is quite 5. different from reading a letter or reading a literary text. This may be due to several features 6 shared by these scenarios which go beyond issues of authenticity, such as (a.) the fact that the vocabulary is clearly embedded in one unified context which results in clear and stable (non- shifting) schemata; and (b.) simplified or absent syntactic structures. Item-by-Item Correlations 2. In the analyses reported below, Pearson correlation coefficients were computed to determine significant correlations between a given scenario's rating on authenticity and the same scenario's ratings on contribution to language learning, ease or difficulty, and anxiety or enjoyment. correlations between authenticity and contributions to language a. learning Statistically significant correlations were found for all scenarios, all of which were positive. All correlations were significant at a minimal level of p < .01, with the exception of correlations between items 14&67 and 13&66. These items were significant at p < .05 and related to listening to native speakers. correlations between authenticity and ease or difficulty b. Statistically significant positive correlations were foul. d for the following scenarios only: 13,19,30 (all of which relate to listening to a native speaker) and 34 (reading a letter written by a classmate to issue an invitation). Statistically non-signilant negative correlations were found for the following scenarios: 2,5,6,7,8,12,15,20,22,23,24,27,28,29,35,38,45,46,49,53. These items generally shared the following characteristics: (1) listener (learner) accommodation, i.e., the scenarios described efforts to help students successfully communicate; (2) a pedagogical motivation; and (3) visual support (written materials, transcript, video). Thus, although not established at statistically significant levels, pedagogical aids, including the use of visual reinforcement, may cause situations to be rated as relatively easy while not or only marginally detracting from their authenticity. 7 correlations between authenticity and anxiety or enjoyment c. Statistically significant positive correlations were determined for the following situations: 2,5,6,8,17,18, 22, 23, 26, 28, 33, 35,41,42,43,44,45,46,47,48,50,51, 52, and 53. The following common and important elements emerged: All scenarios relating to visually supported TV news (recording or satellite) showed 1. statistically significant positive correlations, with the exception of item 49 (Watching because the host family wants the learner to). While scenarios 33 and 35 (both relating to reading a letter from a native speaker written to 2. the learner) noted similar levels of enjoyment (3.4; 3.54 respectively), their rated levels of authenticity differed (2.9 versus 3.98), most likely because scenario 33 described a course assignment. All statistically significant menu scenarios involved a real German menu. However, 3. conversely, not all scenarios involving a real German menu showed statistically significant positive correlations, the distinguishing criterion (contributing to statistical significance) being an intent to learn the language. Speaking to a non-native speaker on the phone and reading a transcript of a native with a 4. non-native conversation involved both low levels of authenticity and low levels of enjoyment The low ratings of the former scenarios (listening to a native speaker) reaffirm the problematic nature of a combination of native inception and reduced cues. In addition, the only negative correlation (not significant) between authenticity and enjoyment was determined for scenario 29 which also involved listening to a native speaker. While both, scenarios 22 and 23 show significant correlations, in the case of scenario 22 it is 5. due to high ratings in both authenticity and enjoyment. In contrast, for scenario 23 it is due to relatively low ratings in both areas. The difference between the scenarios was currency (present in 22 but not in 23). Scenarios 42 and 44 distinguish themselves from scenarios 41 and 43 in 6. their being learner-initiated: while all four situations showed significant positive correlations between authenticity and enjoyment, this involves high ratings on authenticity for situations 42 and 44 as compared to low ones in situations 41 and 43, with enjoyment ratings being the highest for situation 44 which is the only one containing cultural orientation (i.e., genuine interest in the topic as opposed to pedagogical motivation). In sum, while authenticity ratings diverge on the issue of who initiated the behavior (learner versus teacher), enjoyment ratings diverge on the issue of genuine versus pedagogically- driven interest. 8 correlation coeff. enjoyment authenticity scenario .2483 3.45 3.28 41 .2779 42 3.28 3.81 .2343 3.23 43 3.31 .2522 44 3.82 3.55 For scenarios involving watching current news, two (46, 49) received exceptionally low 7. ratings on authenticity. Both involve a lack of learner- initiative. However, only 49 failed to show a significant correlation between authenticity and enjoyment. This is probably attributable to scenarios 49's even further dip in its enjoyment ratings. Scenario 46 is initiated by the teacher, 49 by a host family. Thus while the issue of initiative plays a role in ratings of authenticity, the ratings of enjoyment further diverge on who, besides the learner, initiates a situation. Apparently, students trust educational professionals more than hosts in the target language country when it comes to the selection of appropriate materials. Finally, scenario 50, containing the most authenticity factors of the cluster was rated the highest on authenticity and enjoyment. correlation coeff. enjoyment authenticity situation .1535 3.84 45 3.51 .2111 3.32 46 3.56 .2295 3.78 3.52 47 .1972 3.38 3.64 48 .1431 (n.s.) 3.52 3.18 49 .2317 3.56 4.03 50 For all items referring to literary stories significant correlations were found. However, some 8. further distinctions are necessary: Literary texts published in literary books were considered more authentic by app. 0.5 point than those published in textbooks. In contrast, as far as enjoyment ratings are concerned, literary stories (published in a textbook) which are accompanied by glossaries were rated nearly 0.5 higher than literary stories published without glossaries, whether in a textbook or not. In sum, authenticity hinges more strongly on the source in which a text is delivered while enjoyment rises with didactization. A quick comparison to ratings of contributions to learning shows that again, texts accompanied by glossaries are rated higher. The text rated the lowest was 9 the one appearing in a textbook without a glossary, while the one published in a literary book, also without a glossary, held a medium rating. Thus, contribution to learning appears to primarily be evaluated based on didactization and secondarily on source authenticity. enjoyment (=comeoeff.) contribution authenticity scenario 3.07 (.1882) 3.61 (.40241) 3.91 51 2.85 (.2816) 3.40 (.2855) 3.41 52 3.38 (.2690) 3.88 (.1995) 3.59 53 Correlations by Mean Sums 3. In the analyses reported below, Pearson correlation coefficients were computed to determine significant correlations between the mean sum of authenticity ratings on all 53 scenarios, assigned by a particular demographic group and the mean sums of (a.) ratings of contributions to learning (Table 3), (h.) ratings of ease or difficulty (Table 4); and (c.) ratings of anxiety or enjoyment (Table 5), each assigned by the same respective demographic groups. Levels of statistical significance are indicated as follows: *** = p < .001; ** = p < .01; * = p < .05; n.s.= non-significant. The demographic groups were configured as follows: (a.) level of German: 1 = First Year, 2 previous German class: high school, = Second Year, 3 = Third & Fourth Year; (b.) gender; (c.) First Year, Second Year; (d.) intended or declared academic major: language; political science, business, history; chemistry, engineering; and other; (d.) last grade: A, AB (an official intermediate grade); B, BC, or C; and D&F; (e.) extent of travel to a country in which the target language (German) is spoken: none, one month or less, 1 year or less, more than 1 year; and (f.) age: 18 years or younger, 23 years or younger, older than 23. The table right below (Table 2) shows the mean sum ratings of authenticity by demographic contributions to learning, ease or groups to which the other mean sums (referring to the difficulty, and anxiety or enjoyment) will be related. Table 2: Authenticity Ratings by Demographic Group and Mean Sums mean sum SD cases demographic variable 30.60 187.55 89 level 1 36.79 188.05 73 level 2 35.59 189.30 level 3 23 1 0