The use of authentic materials in language classrooms is sometimes
discussed as a reliable way to expose students to the target
language, but there is also disagreement regarding what kinds of
authentic materials should be used, when they should be used, and
how much of the curriculum should revolve around them. This volume
in the Myths series explores the research related to the use of
authentic materials and the ways that authentic materials may be
used successfully in the classroom. Like others in the Myths
series, this book combines research with good pedagogical
practices. The myths examined in this book are: Authentic texts are
inaccessible to beginners. Authentic texts cannot be used to teach
grammar. Shorter texts are more beneficial for language learners.
Activating background knowledge or making a word list is sufficient
to prepare students for authentic texts. Authentic texts can be
used to teach only listening and reading. Modifying or simplifying
authentic texts always helps language learners. For learners to
benefit from using authentic texts, the associated tasks must also
be authentic. The Epilogue explores the challenges of using
authentic texts in the classroom and calls for more research.
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