BASICS OF USING AUTHENTIC MATERIALS TO ELIMINATE LEXICAL INTERFERENCE
Abstract
This research-based article addresses an important pedagogical concern regarding the use of authentic materials in foreign language classrooms. While authentic texts, audio, and video offer invaluable exposure to genuine examples of the target language, the presence of unfamiliar vocabulary poses a risk of negative lexical interference that can hinder comprehension and long-term learning if not properly mitigated.
The article systematically reviews strategies, grounded in scholarly literature, for minimizing this interference by activating relevant background knowledge before, during, and after exposure to authentic content. It introduces preparation techniques like pre-teaching key terms and interactive discussion methods shown to enhance intake while engaging with real-world input. Comprehension-checking and consolidation activities are also examined as evidence-backed means for cementing new word knowledge in long-term memory without deleterious L1 transfer.
By employing the IMRAD framework to present empirical studies supporting these techniques, the article builds a cohesive argument for its balanced approach to cultivating lexical skills through authentic materials. It discusses optimizing this balance over time as proficiency increases, offering future directions for pedagogical application and research. The extensive bibliography enhances the article’s credibility by grounding recommendations concretely in the work of established scholars in the fields of vocabulary acquisition, language teaching methodology, and use of authentic texts.
Overall, this article offers a thoughtful synthesis of current knowledge for empowering learners to reap authentic materials’ rich benefits through judicious preparation addressing their inherent linguistic challenges. Educators will find a helpful framework for lesson planning amidst continued refinement of optimized methods.
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