Issn 2072-0297 Молодой учёный
жүктеу/скачать 2,31 Mb. Pdf көрінісі
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moluch 112 ch10
| Authentic texts»
were defined as those which were de- signed for native speakers: they were «real» texts designed not for language students, but for the speakers of the lan- guage in question (Harmer, 1991: 185-88). However, nowadays a new definition has been provided. It is not merely based on who designs the material and to whom is addressed, but on whether the language used sounds au- thentic in part or in its entirety, and on whether students are 1056 «Молодой учёный» . № 8 (112) . Апрель, 2016 г. Педагогика likely to hear or read it in real situations. For these reasons we should not define authentic material on the basis that it has been designed for native speakers. Consequently, anything a native speaker of English would hear or read or use can be described as authentic: theatre programmes, newspapers, magazines…Because authentic materials are not designed for the EFL student they are not graded for level, although some are obviously more difficult to understand than others. Thus, the teacher should select the material carefully, with the needs and interests of the stu- dents in mind, and also decide what the students are to do with the material. So the same piece of authentic material can be used at different levels; an easier task can be set for lower level students and a more difficult task set for higher level students. A non-authentic text in language teaching terms is one that has been written especially for language students. Such texts sometimes concentrate on the language we wish to teach. There are a number of clues which can show us that the language used in this type of material is artificial: — Both speakers use perfectly formed sentences all the time. Yet, conversation between people is just not like that! — The language is extremely unvaried. — Their aim is to isolate bits of language so that students can concentrate on it. Such material should not be used, however, to help stu- dents become better listeners or readers. The obviously ar- tificial nature of the language makes it very unlike anything that they are likely to encounter in real life. Whilst some may claim that it is useful for teaching structures, it cannot be used to teach reading or listening skills. According to Harmer (1991:185–88), in addition to the two previous types of written materials, we should consider a third type, called жүктеу/скачать 2,31 Mb. Достарыңызбен бөлісу:
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