1. Louis Rogers

2.  Why, when and how?  Listening ◦ Meaning and processing  Reading ◦ Decoding, vocabulary, volume, knowledge

4.  Central criterion for selection and evaluation teaching materials (Widdowson, 1979; Taylor, 1994; Cook, 1997)  ELT “any material which has not been specifically produced for the purposes of language teaching” (Nunan, 1989: 54).  EAP/ESP “taken from the target situation and, therefore, not constructed for language teaching purposes” (Hutchinson & Waters, 1987: 159).

5.  Positives of authentic texts ◦ Enhance levels of schema  content, formal, language ◦ Motivation  Negatives of authentic texts ◦ Inaccessibility  Level  Implications of motivating wider reading  Knock on effects for language learning ◦ Task creation

6.  At what level can authentic materials be used?  How should they be used? ◦ Schema, staging, scaffolding  Departments

7.  Working with departments ◦ Change  Degrees  Modules  Tutors materials  Assessment methods ◦ Constant revision of materials  Texts  Tasks  Priorities

9.  Hard to define as a genre ◦ disciplinary orientation, style of delivery and rhetorical structure  Discipline - Biology delineated set of information (Biglan, 1973)  Style - a full script, loosely scripted notes, delivered in a rhetorical, lecturer performance  Structure – point driven, argument driven,

10.  Working memory Syntactic meaning Meaning representation Discard words Decoding difficulties

11.  Bottom up / Top down  Meaning revised  Interactive  Available cues

12.  Sounds to words in the listeners vocabulary  Phoneme, syllable, word and phrase  Phoneme – unreliable ◦ I went to assist her (Field, 2008)  Word or chunk more reliable

13.  Context and knowledge ◦ Normally used by poor readers/listeners ◦ Good listeners use it to enrich meaning ◦ Implications for critical thinking

14.  No replay  Syllables > grammatical pattern > assumption ◦ The lawyer questioned ◦ by the judge  Decisions about significance (Field, 2011)

15.  ‘Comprehension’ – not one single process ◦ Global / specific ◦ Gist/detail ◦ Fact / opinion  Proposition > meaning > discourse  Even greater complexity

16.  How do your students respond to authentic listening texts?  When do you use authentic listening texts?  How do you feel about semi-authentic texts?

21.  Difficulties in breaking down the spelling-to- sound code > less exposure  Deficient decoding, lack of practice and challenging materials > less involvement in reading-related activities  Lack of exposure > delays automaticity and speed (Allington, 1984)

22.  Poor word recognition > poor comprehension > practice is avoided Cunningham and Stanovich (1998)  Skills develop and word recognition improve ◦ Vocabulary ◦ Background knowledge ◦ Complex structures (Chall, 1983)

23.  Bulk of growth ◦ Indirect exposure Vs. direct teaching ◦ Reading Vs. Oral language

24. Printed textsRank of median word Abstracts of scientific articles4389 Newspapers1690 Popular magazines1399 Adult books1058 Comic books867 Children’s books627 Pre-school books578

25. (Stanovich and Cunningham, 1998)

26.  Speech lexically impoverished ◦ Children’s books considerably rarer than most spoken forms ◦ Adult books twice as prolific as speech ◦ Rare words (outside 10,000)  128/1000 scientific abstracts  20-30/1000 in all forms of speech

27. Independent reading Anderson, Wilson, Fielding (1988) PercentileIndependent reading minutes per day Words read per year 98654,358,000 9021.11,823,000 8014.21,146,000 709.6622,000 606.5432,000 504.6282,000 403.2200,000

28.  Significant contribution to measures of: ◦ Vocabulary ◦ General knowledge ◦ Spelling ◦ Verbal fluency (Stanovich and Cunnignham, 1992)

29.  Comprehension ability and reading volume are reciprocal in nature  Early positive relationships with: ◦ Decoding, word recognition and comprehension  Leads to greater reading volume

30.  If we use authentic texts, will the challenge be too hard?  How will this impact on wider reading and consequently vocabulary development, verbal skills and general knowledge?  What are the implications if we don’t use authentic texts?

32.  Allington, R. L. (1984). Content coverage and contextual reading in reading groups. Journal of Reading Behavior, 12, 85-96.  Anderson, R.C. Wilson, P.T. and Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading research quarterly, 23, 285-303.  Anderson JR. (2000). The architecture of cognition. Mahwah, N.J.: Lawrence Erlbaum Associates. xi,345p. pp.  Baddeley AD. (1999). Essentials of human memory: Taylor & Francis.

33.  Biglan, A. (1973). Relationships between Subject Matter Characteristics and the Structure and Output of University Departments. Journal of Applied Psychology 57 (3):204–213.  Brown G. (1990). Listening to spoken English. London: Longman. xiii,178p. pp.  Call, E. (1985). Auditory short term memory, listening comprehension and the Input Hypothesis. TESOL Quarterly 19:765-81  Chall, J.S. (1983). Stages in reading development. New York: McGraw-Hill.

34.  Field, J. (2008) Listening in the language classroom. Cambridge: Cambridge University Press.  Field, J. (2011) What are we testing when we think we are testing listening? TEASIG Newsletter.  MacDonald, Badger, R and White, G (2000) The real thing?: authenticity and academic listening. English for Specific Purposes. Volume 19, Issue 3, 1 253– 267  McQueen JM, Cutler A. 2010. Cognitive processes in speech perception. In The handbook of phonetic sciences, ed. WJ Hardcastle, J Laver, FE Gibbon, pp. 489-520. Oxford: Blackwell

35.  Roach P. 2009. English phonetics and phonology: A practical course: Cambridge University Press.  Stanovich K. 1980. Toward an interactive- compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly 16:32-71  Stanovich, K and Cunningham, E. (1998). What reading does for the mind. American Educator. Vol 22. No 1-2, pp8-15.