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1057
“Young Scientist”  

 # 8 (112)  

 April 2016
Education
«objectify» the target language as something completely un-
familiar to the learner. This objectification of the language 
in relation to the learner has perhaps been encouraged by 
a narrow definition of what the object of learning actually is, 
and by an incomplete view of what the learner has to offer. 
We have tended to see the target only in terms of «linguistic 
competence» or textual knowledge, and we have limited 
such knowledge to the level of syntax without reference to 
structure above the sentence. Thus, ideational and interper-
sonal knowledge, which textual knowledge and from which 
textual knowledge evolves, have tended to be overlooked or 
neutralised.»
However, the use of authentic text in the classroom may 
bring the learner and the knowledge together because the 
learner is lifted from the confinements of traditional and more 
recent methodologies to become an intricate part of the lan-
guage learning process.
Authentic text also appears to supply the essential input 
needed to increase learner awareness of language usage in 
written and spoken mediums and decrease reliance on ped-
agogic language rules, which may be viewed as inadequate 
since they are simplifications of language usage. Likewise, 
authentic text may provide an alternative to outdated text-
books, which may not meet the needs of learners, and pro-
vide learners with the various genuine texts they need to aid 
and improve reading comprehension.
Traditional teaching mainly consisted of teaching patterns 
and excluded the learner from being involved in the learning 
process. The Classical Method had a «focus on grammat-
ical rules, memorization of vocabulary and of various declen-
sion and conjugations,  [as well as] translation of texts,  [and] 
doing written exercises,» (Brown,1994: 16) which was 
adapted from the teaching of Latin grammar. Eventually, the 
Classical Method became known as the Grammar Transla-
tion Method. The only difference was a «focus on grammat-
ical rules as the basis for translating from the second to the 
native language.» (Brown, 1994: 16) Eventually, the Au-
diolingualism Method came into practice. It stressed «the 
mechanistic aspects of language learning and language use» 
(Richards and Rodgers, 1986: 61) by utilizing pattern prac-
tice and structural drilling. While all these methods may be 
beneficial to lower-level learners, the teaching of patterns ex-
cludes the learner from taking an active role in the learning 
process. It also excludes learners from learning about all the 
other grammatical uses of words or language not considered 
in the lesson and seeing familiar grammatical forms with new 
usage.
To sum up, we could state that both extremes are obvi-
ously not useful for our purposes. What we need, there-
fore, are texts which students can understand the general 
meaning of, whether they are truly authentic or not. But texts 
-whether authentic or not- must be realistic models of written 
or spoken English. If teachers can find genuinely authentic 
material which their students can cope with, that will be ad-
vantageous; if not, they should be using material which sim-
ulates authentic English. According to Ur (1996: 150), «the 
use of «authentic» texts with less proficient learners is often 
frustrating and counter-productive». As a result, from this 
statement we can infer that the use of simplified texts is usu-
ally more effective at earlier stages of learning. Therefore, we 
should always make the text appropriate to the level of the 
learners.
Ultimately we should encourage our students to be able to 
deal with authentic reading material that any native speaker 
would find in real life. However, this is not always possible; as 
a consequence, what we should do is make some attempts to 
select tasks that approximate to those we might do in real life.
Finally, we will present the main points that can be in-
ferred from our presentation on the use of authentic written 
material:
1.  Authentic material should be used in the teaching of 
English so that our students get used to real English.
2.  Teachers must be extremely careful when selecting 
this material since students might feel disappointed if the 
text is too difficult to understand. We must bear in mind that 
students will expect to understand as much as possible, no 
matter how strongly we insist on the fact that this is not nec-
essary.
3.  Therefore, we might need to adapt this material to 
suit the needs of our students, which can be of various types, 
as indicated before.
4.  Adapting material does not mean to falsify its con-
tents or structure. It means to use it to the advantage of our 
students and to focus on certain features of the language.
References:
1.  Brown H. Douglas. Principles of Language Learning and Teaching. Prentice Hall Regents 1994
2.  Carter R. A. Vocabulary: Applied Linguistic Perspectives. Routledge 1987
3.  Chalker S. «Pedagogical Grammar: Principles and Problems» in Bygate et al (eds.) Grammar and the Language 
Teacher. Prentice Hall International 1994
4.  Ellis R. and Hedge «Second Language Acquisition research: how does it help teachers? An interview with Rod Ellis.» 
ELT  Journal  47 / 1 1993




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