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 Tính thực trong việc giảng dạy tiếng Anh nhìn từ góc độ sư phạm và định hướng tư tưởng
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Tác giả hoặc Nhóm tác giả: TS. Lê Thị Thu Huyền
Nơi đăng: Engaging with Vietnam Conference in Hawaii, 2012; Số: Proceedings 2011;Từ->đến trang: 12;Năm: 2012
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
There have been two tendencies towards the principle of authenticity in foreign language teaching. On the one hand, a preference for real or authentic language which has been produced by and/or for expert users of the language for use is promoted outside of the classroom. Inherent in this way of language instruction is the native speaker model as a conveyor of authenticity. On the other hand, the other tendency countering that point of view is based on a number of pedagogical grounds such as identity. As such, what is the counterbalance between ‘authenticity’ and ‘autonomy’? Or can these two ideas complement each other in EFL contexts of practice? Is authenticity a pedagogical or ideological orientation in EFL contexts of practice? Drawing on a qualitative case study research with Australian-trained Vietnamese TESOL teachers, this paper suggests that the discourse related to authenticity is problematic and it should be reconceptualised for the sake of learners in EFL contexts. The article also reflects the dilemma of whether to boost authenticity or autonomy in ELT. Authenticity alone does not mean anything in a teaching context. It argues that both of these orientations should be viewed as complementary with each other and both are mediated by teachers themselves for full potentials of application in the context. Either an ideological or pedagogical orientation may result in the dismissal of authenticity, despite its potential to extend learners’ experience of the target language, or it could lead to inflexible adherence to the principle of authenticity without pedagogical considerations in teachers’ teaching practice.
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