Authentic Task- Based Materials:
Bringing the Real World Into the Classroom

Gail K. Oura
Introduction
One of the most challenging tasks constantly facing language
teachers is how to capture the interest and to stimulate the imagination of their students so that they will be more motivated to learn.
To this end, the ongoing search for and the development of meaningful teaching materials, which often can be used to supplement
the textbook for a course, is a critical planning activity to be doneby teachers.
This paper reviews two major aspects of teaching materials,
which, as many language researchers believe, may contribute to theoverall effectiveness of the learning process because the learner sees
the activity as relevant to his or her learning needs. Are the materials derived from authentic sources, reflecting real- world language?
Are the materials task-based, involving the learner in the practicaluse of the language? Following this discussion, some examples of aclassroom activities in which students can use authentic task- basedmaterials to enhance their language learning are presented.

Materials Available to EFL/ESL Teachers
There currently is a wide array of teaching materials available to EFL/ ESL teachers to accommodate their various needs andtheir unique teaching situations. Many of these materials are commercially produced. These can include EFL/ ESL texts, audiotapes

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with accompanying workbooks, videotapes with student worksheets, and various Computer Assisted Language Learning (CALL)
programs. There are materials available for teaching reading, writing, speaking, listening, grammar, vocabulary-building, survival
English, cross-cultural communication, pronunciation, business
English, TOEFL preparation, and various other content-based English courses.
Some teachers at universities, junior colleges and private
language schools may find themselves teaching with locally designed materials. Such materials are often produced ῍in-house", andprovide classroom teachers with day-by-day lesson plans, steps for
implementing them, and materials needed to teach them.
Whatever situation a teacher may have, it is very likely thatat some time the teacher will find the need to adapt a particular text
or lesson with material that he or she feels is more useful for
promoting learning. To get beyond the limitations of a given text orlesson, many teachers often adapt or create activities involving
authentic materials or media. Once teachers start to use authentic
materials and observe the impact the real world context has on
students, they may actually seek out ways to incorporate themmore into lesson plans.
Where do EFL/ ESL teachers find authentic materials? According to Gebhard (1996), there are unlimited sources for teachingmaterials. For many who live in countries where English is a foreign
language, it is simply a matter of searching creatively. Teachers inurban areas of these countries can access authentic materials fromcable TV, English language newspapers and magazines, and evenfrom popular music on the radio. In large cities, modern grocery anddepartment stores carrying imported products and the tourist in-ῌ 66 ῌ

dustry such as hotels can offer useful authentic resources. Or else,
during travel to English-speaking countries, teachers could pick up
useful materials that could be adapted for their English lessons.

What Are Authentic Materials?
Nunan (1999) defines authentic materials as spoken or written language data that has been produced in the course of genuine
communication, and not specifically written for purposes of language teaching. In fact, in his teaching he encourages his students
to bring into the classroom their own samples of authentic language
data from ῍real-world" contexts outside of the classroom. They
practice listening to and reading genuine language drawn frommany different sources, including TV and radio broadcasts, taped
conversations, meetings, talks, and announcements. They also readmagazine stories, hotel brochures, airport notices, bank instructions,advertisements and a wide range of other written messages fromthe ῍real world" in situations as they occur.
Gebhard (1996) gives more examples of authentic materials
EFL/ ESL teachers have used. Some of his examples, which may
serve as source material for lesson planning, are shown below:

1. Authentic Listening/ Viewing Materials -- TV commercials,
quiz shows, cartoons, news clips, comedy shows, movies,
soap operas, professionally audio- taped short stories andnovels, radio ads, songs, documentaries, and sales pitches.
2. Authentic Visual Materials -- slides, photographs, paintings, children’s artwork, stick-figure drawings, wordlessstreet signs, silhouettes, pictures from magazines, ink blots,
postcard pictures, wordless picture books, stamps, and X-

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rays.
3. Authentic Printed Materials -- newspaper articles, movie
advertisements, astrology columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant
menus, street signs, cereal boxes, candy wrappers, tourist
information brochures, university catalogs, telephone
books, maps, TV guides, comic books, greeting cards, grocery coupons, pins with messages, and bus schedules.
4. Realia (῍Real world" objects) Used in EFL/ ESL Classrooms-- coins and currency, folded paper, wall clocks, phones,
Halloween masks, dolls, and puppets, to name a few. (Realia
are often used to illustrate points very visually or forrole-play situations.)

Why Use Authentic Materials?
The extra time involved for teachers in planning for the useof authentic materials to supplement lessons is well worth it. In fact,using authentic materials has several advantages. According to
Brinton (1991), authentic materials and media can reinforce forstudents the direct relationship between the language classroom
and the outside world. Gebhard (1996) sees authentic materials as away to ῍contextualize" language learning. When lessons are centered on comprehending a menu or a TV weather report, students
tend to focus more on content and meaning rather than the language itself. This offers students a valuable source of language
input, so that they are not being exposed only to the language
presented by the text and the teacher.
In addition, Melvin and Stout (1987) find an overall increased
motivation to learn in students, as well as a renewed interest in theῌ 68 ῌ

subject matter, when students use authentic materials for the studyof culture in the language classroom. In class, they regularly ῍sent"
students to a city in a target culture (for example, to spend a
weekend in New York City) through prepared task-based activities
using authentic materials. As students gained more confidence
working directly with authentic materials, they also reported anincreased understanding of the practical benefits of being able touse the language in real world scenarios. Students commented thatthey found it useful to be practicing skills they would need outside
the classroom and to be learning about cultures beyond their own.
Also, there are some researchers who point out that moreauthentic materials are needed in the classroom because of the wide
disparity that is often found between materials developed specifically for English language teaching and authentic conversation.
Porter and Roberts (1981) show several differences between authentic materials and non-authentic materials in terms of spoken language. For example, conversations recorded for language texts
often have a slow pace, have particular structures which recur with
obtrusive frequency, and have very distinct turn-taking of speakers.
Also, hesitations (such as “uh’s” and “mm’s”) are often missing, andsentences are very well- formed with few if any mistakes. In otherwords, what the language learners hear in class is different from thelanguage in the real world. In many cases, the language heard inclassrooms is a stilted use of spoken language, and authenticity islost because of a need to teach specific language points in a waythat some teachers feel would be more understandable for learners.
Brosnan et al. (1984) justify the importance of the use ofauthentic language in the classroom in this way:

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1. Language is natural. By simplifying language or altering it
for teaching purposes (limiting structures, controlling vocabulary, etc.), we risk making the task more difficult. We
may, in fact, be removing clues to meaning.
2. Authentic language offers students the chance to deal witha small amount of material which, at the same time, contains complete and meaningful messages.
3. Authentic printed materials provide students with the opportunity to make use of non-linguistic clues (layout, pictures, colors, symbols, the physical setting in which it
occurs) to help them discover the meaning more easily.
4. Adults need to be able to see the immediate relevance ofwhat they do in the classroom to what they need to dooutside it, and real-life material treated realistically makes
the connection obvious.

While Nunan (1999:27) realizes that it is not realistic forteachers to use only authentic materials in the classroom, he makes
a point that ῍learners should be fed as rich a diet of authentic dataas possible, because, ultimately, if they only encounter contrived
dialogues and listening texts, their learning task would be mademore difficult." He also goes on to say that it is important thatlearners listen to and read authentic material of as many different
kinds as possible. This will help motivate the students by bringing
the content and the subject matter to life for them, and enable themmake the important connections between the classroom world andthe world beyond it.

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Task- Based Language Teaching
Another aspect of teaching material design considered essential to many leading language researchers today is that such material promote task- based learning. Task- based learning is an overall
approach to language learning that views the ῍tasks" that learners
do as central to the learning process. The learning process is seen as
a set of communicative tasks that are directly linked to curriculargoals.
Nunan (1991: 279) outlines ῍five characteristics of a taskbased approach to language learning:

1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts (teaching materials)
into the learning situation.
3. The provision of opportunities for learners to focus not
only on language, but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences
as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activation outside the classroom."

He views the task as a piece of meaning-focused work which involves learners in comprehending, manipulating, producing andinteracting in the target language.
Specifically, tasks can be analyzed according to the goals, theinput data, the activities derived from the input, the settings androles implied for teacher and learners. Nunan (1989:11) graphicallyῌ 71 ῌ

depicts a way to analyze the various elements of tasks, as shown in
Figure 1.

Goals
Input

Teacher role
TASKS

Activities

Student role
Settings

Figure 1: A framework for analyzing communicative tasks

Goals refer to the general intentions for the learning task. Input isthe data that forms the point of departure for the task. Activities
specify what learners will actually perform with the input. Roles
refer to the social and interpersonal relationship between learners
and teachers in a task. Settings refer to the classroom arrangement
affecting interaction entailed in the task, such as pair work or group
work. When selecting, adapting, modifying and creating communicative tasks, Nunan believes that specification of all these components is needed.
There are a number of different interpretations in the literature of what a ῍task" actually is. However, many researchers today
make an important distinction between target tasks, which students need to accomplish beyond the classroom, and pedagogicaltasks, which form the basis of the classroom activity during the
instruction.
As far as target tasks are concerned, Long (1985: 89) lists a
number of them: ῍filling out a form, buying a pair of shoes, making
an airline reservation, borrowing a library book, taking a driving
test, typing a letter ... making a hotel reservation, writing a check,finding a street destination ..." He sums up a definition of ῍task" inῌ 72 ῌ

this way: ῍by task is meant the hundred and one things people do ineveryday life, at work, at play, and in-between." These are the kindsof things that individuals typically do outside of the classroom. The
ultimate rationale for language instruction is to enable learners toaccomplish these activities successfully in the real world using thetarget language.
Of course, target tasks could be practiced to some extent in
the classroom. However, learners will also do many other things in
the classroom that are not just rehearsals for performance outside of
the classroom. Learners will become involved in various activities
that facilitate the development of their general language proficiency, as well. Such tasks, with a pedagogical rationale, are thetypes of tasks that Richards, Platt and Weber (1986: 289) refer to as:
῍actions carried out as the result of processing or understanding language. For example, drawing a map while listening toa tape, listening to an instruction and performing a command,
may be referred to as tasks. Tasks may or may not involve
the production of language. A task usually requires the teacher to specify what will be regarded as successful completionof the task. The use of a variety of different kinds of tasks inlanguage teaching is said to make language teaching morecommunicative."

A definition of a pedagogical task, that is seen by a number of
researchers as capturing the essence of the concept, is given by
Breen (1987: 23): ῍any structured language learning endeavor which
has a particular objective, appropriate content, a specified working
procedure, and a range of outcomes for those who undertake theῌ 73 ῌ

task". Another view of pedagogical tasks is given by Nunan (1999:25) who refers to them as ῍... classroom work that involves learners
in comprehending, manipulating, producing or interacting in thetarget language while their attention is focused on mobilizing theirgrammatical knowledge in order to express meaning."
Successful completion of pedagogical tasks would enable
learners to acquire the skills needed to master real-world target
tasks. For instance, a target task might be:

The learner will listen to a weather forecast and decide
whether or not to take an umbrella and sweater to school.

Its related pedagogical task might be:

The learner will listen to an aural text about the weather andanswer questions afterwards on whether given statements
are true or false.

As soon as learners master the pedagogical task, including all of its
related activities or exercises, they would have developed the necessary skills to accomplish the target task. Ultimately these newly
developed skills could be used outside of the classroom.
A task-based curriculum then, with its supporting instructional materials, specifies what the learner needs to do with theEnglish language in terms of target tasks and organizes a set of
pedagogical tasks intended to reach those goals. According toBrown (1994:229), ῍in task-based instruction, the priority is not thebits and pieces of language, but rather the functional purposes forwhich the language must be used." Such a curriculum should focus

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on pragmatic language competence. Task-based language teachingrequires the teacher to organize classroom activities around thosepractical tasks that language users will engage in when they are
῍out there" in the real world.
Classroom Activities Using Authentic Task-Based Materials
The following are some examples of classroom activities inwhich students use authentic materials and have specific tasks toaccomplish in order to meet real-world language objectives:

Activities Using Cultural Objects
Activities involving the direct use and handling of productsof a culture (such as postcards, photographs, symbols, and images insong lyrics) can be very effective in the classroom. One such activity, called Culture Composition developed by Tomalin and Stempleski (1998), has as its purpose the development of writing skills, aswell as the recognition of cultural artifacts. The teacher hands out
various pieces of realia, collected from travels abroad to Englishspeaking countries, such as bus or air tickets, receipts, coupons,money and photographs. The items are mixed up and in random
order. Students are put into groups of two or three. They identify
each item, and then make up a story about their set of items. The
groups present their stories to the rest of the class, each person in
the group taking a turn to tell part of the story. As an item occurs
in the story, it is shown to the class and placed on the table. When
all groups have finished, the students write their own individual
version of their story.
For these types of activities which teach culture, a taskoriented approach is suggested. Students work together in pairs or

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small groups to fine-tune precise information. They share and discuss what they have discovered, and interpret the information
within the context of the target culture and in comparison to theirown culture.

Listening Activities
One way to focus students’ attention on developing realworld listening skills is through listening activities. This activity
called ῍Eavesdropping" developed by Porter and Roberts (1987)
teaches strategies for listening. Students are told that they are
guests at a party and that they can eavesdrop on conversations.
They listen to short segments of real-world party conversations andcomplete a worksheet in which they note down what topic thepeople are talking about. They also indicate on the worksheet
whether they are interested in the topic or not. Follow-up activities
could include other eavesdropping in real-world settings where
English is spoken (or simulations of real world settings like watching an English conversation on TV), taking notes on what is heard
and reporting back to the class.

Listening / Viewing Activities
Many creative approaches for using video in the classroom
are given by Stempleski and Tomalin (1990). One idea is throughsilent viewing of video clips to let students consider what is goingon and guess what the speakers are doing and saying. Anotherapproach would be for students to watch the beginning only of avideo clip, and then they must predict what will happen next. Also,teachers could present a video clip through split viewing: half of theclass sits with their back to the screen; half can see the screen; andῌ 76 ῌ

both groups can hear. Pairs then come together after the split
viewing, and create a story about what happened.
In all activities like these, a task-based approach is suggested.
Teachers need to decide what, if any, language needs to be pretaught. Students’ attention should be focused on particular viewing
tasks. The teacher should decide what particular language points
are to be taught, what follow-up activities will be used, and student
worksheets need to be prepared. If possible, it is helpful to maketranscripts of the dialogue from the video clip for later review withthe students.

Interactive Simulations
Another approach would be to set up a simulation of somereal-world scenarios in which students familiarize themselves withthe details through interaction with authentic materials. Then thestudents have to play a certain role in the scenario and communicate with others in a realistic manner while attempting to accomplish certain tasks.
The following is such a classroom activity that the author
helped to design for a course at another university, and subsequently modified for use in an English Communication electiveclass at Sophia Junior College. The activity is called ῍Meet thePress", and is the simulation of a press conference. The authentic
materials were compiled from news articles based on a real situationthat occurred at a Japanese hospital.
Students are asked to read news clippings about the real-life
event of a mix-up of patients for surgery that occurred at a Japanesehospital. Then they are told that they will participate in a press
conference in the role of either a spokesperson for the hospital or a

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reporter. Then students are divided into groups of four -- one is the
spokesperson for the hospital and the other three are the reporters
who must ask questions related to their concerns. (See handouts inAppendices 1, 2 and 3).
Spokespersons review their information sheets, write a prepared statement that they will release to the press, and try to
prepare answers to possible difficult questions that reporters may
ask them. They are given overall guidelines for how to conduct apress conference, how to handle reporters’ questions, and what to dowhen they don’t know the answer. Spokespersons have a practicesession with the teacher before the event.
Reporters need to prepare questions to find out as much as
they can about the situation. In addition, they play a role in which
they have some specific concerns. Some of their questions shouldreflect these concerns. Then reporters review their questions inadvance with the teacher, and are given guidance on how to ask
appropriate follow-up questions.
At the press conference, the spokesperson greets the press,
sets the ground rules, presents his or her prepared statement (about
3 minutes in length), and then opens up a 10-minute question andanswer session, and when time is up, ends the session by thanking
them for their participation.
In the real world, most students will probably never be a
spokesperson or a reporter at a press conference. However, thisactivity provides the opportunity for students to develop the realworld ability to answer questions on the spot, as well as to ask
in-depth questions about an issue.

All of these classroom activities, utilizing authentic materials

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and giving students specific tasks to perform to complete a project,
can be a very meaningful experience for students. Students often
report gaining greater confidence in using the language during
such activities. It’s a way to bring real world experiences into theclassroom by focusing on practical language skills.
Note: The ῍Meet the Press" activity was developed with assistancefrom Robert Gaynor, a colleague from another university. The
author wishes to acknowledge him for his input.

References
Breen, M. (1987). Learner contributions to task design. In C. Candlin
and D. Murphy eds.), Language Learning Tasks, New Jersey: Prentice Hall.

Brinton, D.M. (1991). The use of media in language teaching. In M.
Celce-Murcia (ed.), Teaching English as a Second or Foreign Language, Boston: Heinle and Heinle Publishers.

Brosnan, D., Brown, K. and Hood, S. (1984). Reading in Context.
Adelaide: National Curriculum Resource Center.

Brown, H.D. (1994). Teaching By Principles: An Interactive Approachto Language Pedagogy. New Jersey: Prentice-Hall.

Gebhard, J.G. (1996). Teaching English as a Foreign Language: A
Teacher Self-Development and Methodology Guide. Ann Arbor: The
University of Michigan Press.

ῌ 79 ῌLong, M.H. (1985). A role for instruction in second language acquisition. In K. Hyltenstam and M. Pienemann (eds.), Modelling andAssessing Second Language Acquisition. Clevedon Avon: Multilingual Matters.

Melvin, B.S. and Stout, D.S. (1987). Motivating language learners
through authentic materials. In W. Rivers (ed.) Interactive Language Teaching. New York: Cambridge University Press, 44-56.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom.
Cambridge: Cambridge University Press.

Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25 (2), 279-295.

Nunan, D. (1999). Second Language Teaching and Learning. Boston:Heinle and Heinle Publishers.

Porter, D. and Roberts, J. (1981). Authentic listening activities. English Language Teaching Journal, 36 (1), 37-47.

Porter, D. and Roberts, J. (1987). Authentic listening activities. In M.
L. Long (ed.) Methodology in TESOL. Rowley, Mass.: Newbury
House.

Richards, J.C., Platt, J. and Weber, H. (1986). A Dictionary of Applied
Linguistics. London: Longman.

Stempleski, S. and Tomalin, B. (1990). Video in Action. Hemel Hemp-

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stead: Prentice Hall.

Tomalin, B. and Stempleski, S. (1998). Cultural Awareness. Oxford:
Oxford University Press.

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Appendix 1

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Appendix 2

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Appendix 3

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