# data[].attributes.body
Grammar translation method

The structural approach

Community language teaching

Post method era

# data[].attributes.body
Authentic, reflecting real-world language (Oura, n.d.)

Spoken or written language data that has been produced in the course of genuine communication, and not specifically written for purposes of language teaching (Nunan, 1999)

Bring own samples of authentic language data

# data[].attributes.headline
Examples of ways real-world scenarios can be brought into class

# data[].attributes.subject
Examples of ways real-world scenarios can be brought into class

# data[].attributes.body
Radio broadcasts

Taped conversations

Documentaries

Announcements

Newspaper articles

Magazine stories

Advertisements

(Oura, n.d.)

# data[].attributes.body
Reinforce for students the direct relationship between the language classroom and the outside world

Students gained more confidence

Useful to be practicing skills and learning about cultures

(Brinton, 1991)

# data[].attributes.body
May emerge the features of everyday language use, like humor and language play

Practice skills that students would need outside the classroom

Offer students a valuable source of language input

Students are exposed to language in real life

# data[].attributes.body
English is rarely used in real-life.

Still focus on learning standard English.

# data[].attributes.body
Learning by doing. This is the basis for the experiential learning theory. Experiential learning focuses on the idea that the best ways to learn things is by actually having experiences. Those experiences then stick out in your mind and help you retain information and remember facts.

For teachers, creating opportunities for students to have experiences based on the things they are learning about is key. Teachers can help create environments where students can learn and have experiences at the same time.

# data[].attributes.body
Benefits of Experiential Learning

Opportunity to immediately apply knowledge. Experiential learning can allow students to immediately apply things they are learning to real-world experiences. This helps them retain the information better.

Promotion of teamwork. Experiential learning often involves working in a team, so learning in this setting allows students to practice teamwork.

Improved motivation. Students are more motivated and excited about learning in experiential settings. Experiments are exciting and fun for students, and they will be passionate about learning.

Opportunity for reflection. Students using the experiential model are able to spend time reflecting about what they are experiencing and learning. This is valuable as they are able to better retain information when they can think about what’s happening to them.

Real world practice. Students can greatly benefit from learning that helps them prepare for the real world. Experiential learning is focused on using real situations to help students learn, so they are then better prepared for their future.

# data[].attributes.body
Look to the News. Reading about the stories of real-life storms or situations that actually occurred can help students connect better to what they are learning in the classroom. This helps students recognize that these are issues that really happen outside of the classroom, and that they are not just stories in a textbook.

Invite Guest Speakers to the Classroom. Connect the students to real-world experiences is to invite a guest speaker into the classroom. Guest speakers have a wealth of knowledge and give students a real insight into a specific topic better than any textbook or article can.

Take a Class Field Trip. Allow students to experience and observe the world around them by taking them outside of the classroom. This can be through technology, such as a virtual field trip.

Simulate a Real-Life Experience. If you are reading a non-fiction book about an important trial, for instance, then have students simulate the trial by dressing up and taking on the roles of the involved parties. This will give students an inside look into what it felt like to actually be in the courtroom during this time that they read about. And by taking on the roles of the characters, students will get a sense of what the person went through while they were there.

Give Students a Real, Tangible Problem to Solve. Bringing real-world experiences into the classroom is a great way to give students a memorable experience that they can always take with them. Whichever approach you choose to try, remember that your goal is to create an authentic experience that will help students engage in their learning more.

# data[].attributes.headline
How can this development be further improved?

# data[].attributes.subject
How can this development be further improved?

# data[].attributes.body
By reading these articles, we found out that Korea has not much implement this method yet. We believe that implementing this method, bringing in real life scenarios into classroom can be a big impact towards a better English Learning environment.

# data[].attributes.body
inadequate (informed) student choice

bias in what is covered

lack of adequate debriefing

personal exposure in class and community

issues of deception

role behavior being personalized (by self and others)

the negative impact of feedback (planned or spontaneous)

the degree of “boundedness” of experiential activities

controversial

students' ability to make sense

These problems are not inevitable, but with instructor awareness can be lessened.

Bradford, D. L. (2019)

# data[].attributes.headline
What issue do you think it will arise in this method? How would you overcome this issue mentioned?

# data[].attributes.subject
What issue do you think it will arise in this method? How would you overcome this issue mentioned?

# data[].attributes.body
You're a native English Speaker and you don't know other languages except for English, what would you do, to make your foreign students to understand your lesson?

# data[].attributes.body
Gooch, R., Saito, K., & Lyster, R. (2016, June 29). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System., from https://www.sciencedirect.com/science/article/pii/S0346251X16300604

Helate, T. H., Metaferia, T. F., & Gezahegn, T. H. (2022). English language teachers’ engagement in and preference for experiential learning for professional development. Heliyon, 8(10). https://doi.org/10.1016/j.heliyon.2022.e10900

Illés, É., & Akcan, S. (2017). Bringing real-life language use into EFL classrooms. Elt Journal, 71(1), 3-12. https://watermark.silverchair.com/ccw049.pdf?token

Intesol Teach Abroad. (2018). English Teaching Methods. http://www.huntesl.com/a-brief-look-at-the-different-esl-teaching-approaches-and-methods/

Oura, G.K. (n.d.). Authentic Task- Based Materials: Bringing the Real World Into the Classroom. https://esoluk.co.uk/calling/pdf/Authentic_Task_Based_Materials.pdf

Whitehead, G. (2017). Teachers’ voices: Obstacles to communicative language teaching in South Korea. Asian EFL Journal, 19(4), 5-31. https://www.researchgate.net/profile/George-Whitehead-3/publication/321320456_Teachers'_Voices_Obstacles_to_Communicative_Language_Teaching_in_South_Korea/links/5a1cd53ca6fdcc0af32677d9/Teachers-Voices-Obstacles-to-Communicative-Language-Teaching-in-South-Korea.pdf