ERIC Number: ED381000
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Learners' Perspectives on Authenticity.
Chavez, Monika M. Th.
A survey investigated the attitudes of second language learners about authentic texts, written and oral, used for language instruction. Respondents were 186 randomly-selected university students of German. The students were administered a 212-item questionnaire (the items are appended) that requested information concerning student demographic variables, previous experience with German, current enrollment level, target language country travel, and last course grade, and presented 53 scenarios. Respondents rated the scenarios on four levels: authenticity; contribution to language learning; difficulty level; and level of anxiety/enjoyment elicited. Scenario themes included reading a menu, listening to a conversation about the weather, reading a letter, listening to directions, watching the news, and reading a literary story. Each varied with respect to the number and nature of authenticity factors they contained. Analysis of survey results indicate that: (1) certain authenticity factors (immediacy, currency, medium authenticity, native inception, native reception, cue authenticity, intent authenticity, learner inclusiveness, source authenticity, initiative authenticity, setting authenticity, cultural orientation) influence perceptions of authenticity, contribution to language learning, ease/difficulty, and anxiety/enjoyment; (2) perceived authenticity and difficulty are independent of each other; and (3) correlations between authenticity, contribution to learning, ease/difficulty, and anxiety/enjoyment varied by student characteristics. Contains 15 references. (MSE)
Descriptors: Anxiety, College Students, Difficulty Level, German, Higher Education, Instructional Effectiveness, Instructional Materials, Relevance (Education), Second Language Instruction, Second Language Learning, Second Languages, Stress Variables, Student Attitudes, Student Characteristics, Surveys
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A