How authentic is the vocabulary dealt with in class?

• Autores: Sapag, Nora Lía; Boldrini, Sofía
• Año de publicación: 2017
• Idioma: inglés
• Tipo de recurso: documento de conferencia
• Materia: Lexis; Authenticity; Authentication; Vocabulary; Léxico inglés; Vocabulario; Enseñanza de Lenguas Extranjeras
• Institución: Universidad Nacional de Córdoba

Fil: Sapag, Nora Lía. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Boldrini, Sofía. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
This paper presentation is based on a research project on the development of learners' lexical competence and the ability to use lexical items to communicate in a foreign language, and draws on data collected from observations carried out with adult and adolescent learners in public and private institutions. We aim to analyse whether the vocabulary items presented or recycled in class are selected by the teacher or the learners, their relevance to the topic of the lesson and to the activities proposed and, thus, to estimate the degree of authentication of learner-required lexis inasmuch as it responds to the communicative needs of the learners.Following Pinner, we consider authenticity as a multifaceted concept comprised of various dimensions (2014, p. 16). Taking this complexity into account, we will first explore the notion of authenticity and its different aspects, agreeing that there is a pronounced necessity to personalize the language and make it relevant to the self in order to authenticate it (Pinner, 2016, p. 2). We will then describe the instruments used to collect the data from class observations - grids focusing on whether the lexical items are presented/recycled, on who selects or requires them and whether they are relevant to the activity at hand. Finally, we will analyse partial findings of this ongoing research, which suggest that there are strong conceptual links between authenticity and motivation in terms of learners' need to communicate (Pinner 2014, p. 16) and that authenticity does not relate strictly to the origin of the texts, but that, as Lee states, it depends in part on the learner's responses to the materials. (1994, p. 323). Our work is prompted by our need to contribute to the understanding of the different factors involved in vocabulary teaching and learning. We expect its results will be a valuable contribution to the field of materials design ''in that authentic activities would trigger authentic use of vocabulary" and to teaching training courses - in that a new approach to authenticity would prepare teachers to create situations that allow students to request, use and produce vocabulary they have authenticated themselves. ReferencesLee, W. (1995). Authenticity revisited: text authenticity and learner authenticity. ELTJ 48(4), 323-328. Pinner, R.S. (2014). The authenticity continuum: Empowering international voices. English Language Teacher Education and Development 16(1), 9-17.Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.
http://www.faapi.org.ar/downloads/FAAPI2017.SelectedPapers.pdf
Fil: Sapag, Nora Lía. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Boldrini, Sofía. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
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