Authentic Materials＇ Implication for ESP Settings

Although the emergence of the idea dates back to 1890s by Henry Sweet, many teachers involved in foreign language teaching have encouraged and discussed that using authentic materials is beneficial during the last decade However, the use of authentic materials in learning contexts such as ESP （English for Specific Purposes） has always been a matter of controversy and as Khaniya （2006） mentioned, a larger number of teachers are starting to identify the benefits of authentic materials and the options that such materials may provide for professional English teaching settings rather than traditional intensive ESL （English as a Second Language）. The present paper will presnet a short review of authentic materials while comparing them with textbook-based materials. Moreover, it will focus on the nature and quality features of authentic materials and particularly the motivating role these materials may play. Finally, the paper will present a list of authentic materials recommended in the literature for ESP as well as some guidelines for the selection and instruction of authentic reading materials in ESP courses.

USING AUTHENTIC MATERIALS IN AN ESP CLASS

IntroductionThe need for ESP English teaching for Specific Purposes for non-English majors has long beenrecognized in China.However,it has developed slowly,especially in non-key universities.This is duenot only to a lack of teachers who are good at both English and a particular subject and the lack of suitabletextbooks:it is also due to the lack of effective approaches to motivate and orientate students towards thereal goal of ESP training.The goal of ESP training,according to the national syllabus,is to enable students to read authenticmaterials in their fields,at an appropriate speed and with adequate understanding.They should be able touse English as a tool to get information in their specific areas.

Using critical thinking activities as tools to integrate language skills

Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.

Applying Communicative Teaching Method in English-teaching Classroom

Communicative language teaching is generally accepted in the field of second language teaching. In this paper, the author introduces a model of communicative language teaching. The authors also mention some practical requirements and methods in the application of this model, such as authentic materials and group work.

Culture： What to Teach and How to Teach It in an EFL Class

This paper discusses the question of the teaching of culture in an EFL （English as a Foreign Language） class. With the open door policy, an increasing number of people in China are learning English or some other language for various purposes. However, they often experience the frustration of failure in communication with foreigners which can sour relationships or business due to their ignorance of the target culture associated with the language they are learning or have learned. Therefore, teaching culture in foreign language classes and learning a second culture while learning a second language have become new slogans, or to be exact, new tasks in the field of English language teaching in China. But how to teach and what to teach remain problematic. The author holds that ＂central code＂ of a culture, i.e., people＇s way of life should be the focus in EFL teaching. Then choosing appropriate and authentic material containing aspects of culture is of great importance. Greater importance should be attached to mass media and multimedia materials and approaches. At the same time, attention should be paid to the cultural behaviour or belief of EFL teachers so as to make more effective teaching

Applying Literature to ELT

Literature is no longer a frightening word to English language learner. Interactive teaching methods and attractive activities can help motivating Chinese university English learners. This essay will first elaborate the reasons to use literature in ELT (English Language Teaching) class and how to apply literature to ELT class.

Authentic or Artificial Materials : The Effects of Material-Types on L2 Motivation

This preliminary study sets out to examine the extent to which authentic materials affect Japanese university students＇ classroom motivation, seeking an effective way to teach mixed-level language classes at universities. The motivation questionnaires consisting of eight motivation items as quantitative data and journal entries and learners＇ comments in semi- structured interviews as qualitative data were collected and analyzed. The results of null hypothesis tests on the questionnaires indicate that authentic materials had a significantly more positive effect on freshmen＇s self-reported motivation than artificial textbook materials, but not on second-year and fourth-year students＇. The study also explores the relationship between enjoyableness and meaningfulness of teaching materials to seek the most effective way of using authentic materials, and discusses the effects of other possible factors such as activities and topics： The conclusion suggests that appropriate use of authentic materials, especially enjoyable ones, can be helpful for university teachers of relatively larger classes of freshmen with mixed proficiency levels to raise their L2 motivation. The challenges of conducting this research and suggestions about future studies are also discussed.

The Importance of Simulating Real Life Listening in the English Class

This paper aims to explore and present the significance of the main features of real life listening in the English classroom teaching. The authentic material is more efficient for English learners to improve their listening capability.

USING AUTHENTIC LISTENING MATERIALS IN FOREIGN LANGUAGE CLASSROOMS

This paper argues for the need for authentic listening materials in the ELT classroom in China,discussing the selection of those materials,and their adaptation for classroom use,whilst outlinig theirconstraints.

The Legacy of Alois Riegl: Material Authenticity of the Monument in the Digital Age

The Austrian art historian Alois Riegl(1858-1905)revolutionised the European concept of the monu­ment and paved the way towards the codification of the historicity of artefacts at the international level.Today,conservation work and relevant terminology still build upon the principles first outlined in his work Der moderne Denkmalkultus(1903)more than a hundred years ago.And yet,modern information/communication technologies have long challenged the idea of‘age value’(Alterswert),of a monument possessing value simply because it shows‘signs of age’(Altersspuren),through their ability to digitally recreate historical architecture in its original form and thereby to transcend the boundaries of time and space.This paper discusses the challenges and opportunities for monument preservation in the 21st century in the light of Riegl’s thoughts on how to perceive(‘visualise’)the past.It investigates the validity of Riegl’s theories in the context of today’s virtual reality/ies at a theoretical level,and their potential for advancement in preservation theory,expanding on historical thoughts rooted in 18th and 19th century preservation theories.By analysing Riegl’s commemorative values,stratigraphic picturing of history’s mate­rial debris,and fear of formlessness,this paper explores digitisation as the driving force for change in attitude from traditional,restrictive thinking to a modern way of thinking which is receptive to new technological developments,including,for example,exploring augmented and virtual realities as a means of achieving the sensory aesthetic ex­perience required by age value.

DEVELOPING THE STUDENTS' COMMUNICATIVE COMPETENCE IN MARITIME ENGLISH TRAINING

To develop the students' communicative competence in order to be qualified in their future work (the seafarer's post) is the major educational aim in the field of Maritime. This paper summarizes some useful and efficient methods and practices to make teaching more effective and to help students learn better on the basis of integrated teaching approaches, especially, the CBI, the communicative approach, the natural approach. Language is being taught depend on the students' analysis. Successful learning should be learner-centered and in real-life communication. Teacher needs to supply authentic materials, good comprehensible input and low the affective filter to motivate the students learning. Moreover, teacher is suggested to establish an English-learning environment via learning English through English and teaching English through English.

Italian perspective on the planned preventive conservation of architectural heritage

This paper tells us a complex story on the historic evolution of preventive conser vation of architectural heritage in Italy.Firstly,it introduces Cesare Brandi's Theory of Resto ration,pointing out the peculiar sense of the word Restoration in Brandi's system other than the common sense in the international discourse,the limits of Brandi's theory to architectural conservation and his prophecy on preventive restoration.Then it talks about the differentframework and practices of preventive conservation in the field of built heritage compared to the museum sector,the milestone of Giovanni Urbani's pilot project on programmed conser.vation and the leading role of the Risk Map of Cultural Heritage.Finally,based on the discus-sions of the durable change in the architectural conservation field after the Venice Charter,including the teaching in Milan School,the debate and re-definition of architectural conserva-tion and the advance definitions of conservation,prevention,maintenance and restoration in the 2004 National Code of Cultural Heritage and Landscape,it gives us an agenda for futuretrends of planned conservation with aims to conserve the material authenticity and promote.the co-evolutional strategy.