In Search of Real Reality

Abstract

This paper presents a rationale for basing ESL instruction on the notions of reality and authenticity. It focuses on four major points. First, it discusses the inadequacy of grammatically-based approaches in teaching appropriate language use. Second, it considers the Notional/Functional Syllabus and proposes that, in general, highly structured language teaching, either grammatically- or functionally-based, fails to meet students' needs. Third, it examines some of the research which has been undertaken to investigate the claim that realistic linguistic input derived from communicatively real verbal interaction may be more effective than grammatically—or functionally-based teaching. Support is found in research related to the input hypothesis, the monitor model, and the nature of simple codes. Fourth, it suggests that real communication involving simple codes is most likely to occur when both speaker and hearer are involved and, particularly, when the learner has a stake in the outcome of the communication. It hypothesizes that under these circumstances increased proficiency results. This discussion is followed by proposals for a classroom teaching approach that focuses on real communication and concludes with a list of ten benefits for students which derive from such an approach.

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