1056
«Молодой учёный»
.
№ 8 (112)
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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
Достарыңызбен бөлісу: