This document discusses the use of authentic materials in foreign language learning. It defines authenticity and outlines the gaps between authentic language and textbook language in terms of linguistic, pragmatic, and discourse competence. It also examines debates around defining native speakers in the context of English as a global language. The document considers implications for material design, issues of cultural representation, and how to balance authenticity and comprehensibility for learners. It concludes by calling for more classroom-based research on implementing communicative, authentic material-driven approaches to foreign language instruction.

1. AUTHENTIC MATERIAL AND
AUTHENTICITY IN FOREIGN
LANGUAGE LEARNING

2. • AUTHENTIC MATERIAL AND AUTHENTICITY IN
FOREIGN LANGUAGE LEARNING.
1. HISTORICAL OVERVIEW.
2. DEFINING AUTHENTICITY.
3. THE GAP BETWEEN AUTHENTIC LANGUAGE
AND TEXT BOOK LANGUAGE.
(a)LINGUISTICS COMPETENCE.
(b)PRAGMA LINGUISTICS COMPETENCE.

3. AUTHENTIC MATERIAL IN FLL.
(C) DISCOURSE COMPETENCE.
(d) IMPLICATION FOR MATERIAL DESIGN
4. THE ENGLISH AS A WORLD LANGUAGE DEBATE.
 WHAT IS NATIVE SPEAKER.
 IS A LINGUA/CULTURA FRANCA MODEL MORE
APPROPRIATE IN THE CLASSROOM?
 CULTRA FRANCA.
 WHICH TARGET LANGUAGE CULTURE?

4. AUTHENTIC MATERIAL IN FLL.
• 5. AUTHENTICITY AND MOTIVATION
• 6. TEXT DIFFICULTY AND TASK DESIGN.
TEXT MODIFICATION
COMPREHENSIBILITY AND SLA.
7. CONCLUSION.
8.FUTURE DIRECTIONS.

5. HISTORICAL OVERVIEW.
• IN 19TH CENTURY, HENRY SWEET WAS
REGARDED THE FIRST LINGUISTICS MADE USE
OF AUTHENTIC TEXT.
• IN 20TH CENTURY, NEW METHODS
INTRODUCED.
• AUDIO LINGUAL METHOD.
• CULT OF MATERIALS.

6. THE ISSUE OF AUTHENTICITY
REAPPEARED IN 1070 BETWEEN
CHOMSKY ( 1965 )AND HYMES (
1972 ) TOWARD COMMUNICATIVE
COMPETENCE.

7. CLT PAVED WAY FOR AUTHENTIC
TEXT.
CONCEPTS OF AUTHENTICITY
FOCUS ON:
LINGUISTICS FORMS
COMMUNICATIVE FORMS.

8. FIELDS RELATING WITH AUTHETICITY.
DISCORSE ETHNOLOGY
CONVERSATINAL ANALYSIS SLA
PRAGMATICS COGNITIVE AND SOCIAL PSYCHOLOGY
CROSS CULTURAL STUDIES ICT
SOCIO LINGUISTICS MATERIAL DEVELOPMENT

9. DEFINING AUTHETICITY.
• THERE ARE CONSIDERABLE RANGE OF
MEANINGS RELATED WITH AUTHENTICITY.
• REAL LANGUAGE.
• REAL SPEAKER.
• REFERRING THE SOURCE OF THE DISCOURSE.
• CONTEXT OF ITS PRODUCTION.
• SURFACE FEARTURES.
• EVALUATION OF MATERIALS.

10. GOAL
PRODUCE LEANRNES WHO ARE
ABLE TO COMMUNICATE
EFFECTIVELY IN TARGET LANGUAGE
OF PARTICULAR SPEECH
COMMUNITY.(COMPETENT)

11. THE GAPS BETWEEN AUTHENTIC LANGUAGE AND TEXT
BOOK LANGUAGE.
• AUTHENTIC LANGUAGE RELATED WITH FORMAL AND
INFORMAL WHILE TEXT BOOK IS IN FORMAL LANGUAGE.
• HOW PEOPLE MAKE MEANING THROUGH LANGUAGE IS
RELATED WITH COMPREHENSION.
• THERE IS A NEED OF PARADIGM SHIFT HOW INADEQUATELY
MANY TEXT BOOKS IN DEVELOPING LEARNER’S OVERALL
COMPETENCE.

12. LINGUISTICS COMPETENCE.
• SENTENCE BASED.
• CLASSICAL NOTIONS OF GRAMMAR.
• AUDIO RECORDING TECHNOLOGY.
• AUTHENTIC SPOKEN LANGUAGE.
• FOCUS ON SPEECH.
• COHERENT TOPIC DEVELOPMENT. ( MC
CARTHY, 1991 )

13. PEDAGOGICAL IMPLICATION.
RESEARCHERS CONCERNS.
ORIENTATION
INTRACTION
EVALUATION
INTERPRETAION
SENTENCE GRAMMAR
FORMULIC SEQUENCE
E LANG. VS I LANG.

14. PRAGMA LINGUISTIC COMPETENCE.
• PEARSON ( 1986 ) NOTED AGREEMENT/DIS
AGREEMENT SPEECH ACTS.
• AUTHENTIC LANGUAGE IN TEXT BOOK NOT
CODED ONE.
• CRITICISM ON INTROSPECTION FOR WRITERS
IN TEXT BOOKS . ( WILLIAMS , 1988 )
• CONVERSATIONAL CLOSING IN ESL BOOKS
MOVES MISSING.

15. • LACK OF PRAGMATIC INFORMATION IS
AVAILABLE.
• COMPLAINT SPEECH ACT DEALS WITH DIRECT
RATHER THAN INDIRECT COMPLAINTS.
• ICs PLAYS IMPORTANT ROLE.
• RELY SPONTANEOUS AUTHENTIC
INTERACTION RATHER THAN INTUITION.

16. PRAGMA LINGUISTICS COMPETENCE.
• SOCIOPRAGMATIC NORMS SHOULD BE GIVEM
IMPORTANCE.
• WOLFSON’S WORK ON INVITATION SPEECH
ACT IN 1980s.
TYPES FEATURES
UNAMBIGUOUS INVITATIONS DIRECT SPECIFY BY A TIME
AMBIGUOUS INVITATIONS FUNCTIONCO-CONSTRUCTED
NEGOTIATION BY PARTICIPANT
NON- NEGOTIABLE
NON -INVITATIONS
FUNCTION AS RELATED WITH
STRATEGY

17. WHY AUTHENTICITY?
• THE REPRESENTATION OF INVITATIONS IN THE
TEXT BOOK GIVES LEARNER DISTORTED
PICTURE OF REALITY. THUS ATTACKS ON
PRAGMATIC COMPETENCE.
• FTAs FACE THREATENING ACTS
SPEAKER FACTOR EFFECT LANGUAGE RELATED WITH
SITUATION.

18. EFL BOOKS.
• WAJNRYB FOUNDS IN EFL BOOKS SOCIAL
DISTANCE AND MEANS THAT THE LANGUAGE
USED:
– LACK OF SHARE KNOWLEDGE BETWEEN
INTERLOCUTORS.
– LEARNERS WOULD DEPRIVED OF IMPLICIT
LANGUAGE.
– AFFECTING INTERPRETATION.

19. DISCOURSE COMPETENCE.
• GTM DOUBTS AUTHENTICITY.
• AWARENEES IN HIGHER ORDER PATTERNS IN
TEXT.
• DYNAMIC AND INTERACTIVE NATURE.
• REALISTIC MODEL OF PROFICIENT USERS.
• CONVERSATION MANAGEMENT NEEDED.

20. NEXT.
• TEACHING MATERIALS TEND TO CONCNTRATE
ON MONOLOGUES.
• TURN TAKING STRUCTURED.
• NON-GOAL ORIENTED LANGUAGE.
• EMPLOY RANGE OF STRATEGIES.
• TRPs.

21. DISCORSE COMPETENCE
RECOGNISING TRANSITION RELEVANCE PLACES TRPs.
TYPES FEATURES
TOPIC SHADING TURNS ARE COHERENT
DISCORSE MARKERS FOR SIGNALS
TRANSCRIBING DISCOURSE NS
VARIETY SPOKEN GENRES
ACCURACY SPOKEN GENRES
AUTHENTIC INTERACTION COMPLICATED

22. IMPLICATION FOR MATERIA DESIGN.
ACCURATE PIC OF NATURAL DISCOURSE.
EVALUATE DESCRIPTION.
TRADITIONAL MATERIAL FAILED TO COMMUNICATE.
AV OFFER RICHER SOURCE OF INPUT.
CONTEXT SENSITIVE LANGUAGE.
UNCERTAINITY OF COMMUNICATION ISUES.
DIFF BET LEARNER’S CULTURE AND TARGET CULTURE.
INTERPRETAION OF CONTEXTUAL CLUES.

23. THE ENGLISH AS A WORLS LANGUAGE
DEBATE.
• MEDIUM OF GLOBAL COMMUNICATION.
• CONCEPT OF AUTHENTICITY IN PROCESS.
• FL
• 50 % MORE SPEAKS A SFL THAN NS.
• 80% ENG USED WORLDWIDE DOES NOT
INVOLES NS.

24. WHAT IS NATIVE SPEAKER?
?????????????????????????

25. USE OF ENGLISH
KACHRU’S ( 1985 ) WORKED ON
DEVELOPMENT OF NON NATIVE VARITIES
OF ENLISH.

26. KACHRU’S WORK.
• INNER CIRCLE.
• OUTER CIRCLE.
• EXPANDING CIRCLE.
OUTER
INNER
EXPAN
DING.

27. KACHRU’S WORK.
• EMPHASIZED ON CORRECTNESS.
• CRITICISM
– ENG AS SL
– CREATING OWN VALUES, EXPRESSIONS RELATING
TO SLL.
– AUTHENTIC LANGUAGE USED IN CLASSROOM
CHALLENGED.

28. Qs??? WHOSE AUTHENTIC ENG?
• USE AS A MODEL.
• CHIOCE DIFFERENCE:
– PEDAGOGOCAL.
– BUSINESS.
– MEETINGS.

29. IS LINGUA/CULTRA FRANCA MODEL
APP IN CLASSROOMS?
• PURPOSE OF ELT
• LANG FOR COMMUNICATION BET NON-
NATIVE INTERNATIONAL CONTEXT.
• PRONUNCIATION SYLLABUS NEEDED FOR
PHONOLOGICAL DISTINCTION.
• COSMOPOLITAN CONTEXTS.
• PRACTICAL USE.

30. KEY POINT.
• TEACHING THE TARGET LANGUAGE THROUGH
THE LEARNER’S OWN CULTURE MAY HELP TO
REINFORCE THEIR NATIONAL IDENTITY.
• THE DESIRE TO IMPOSE RESTRICTIONS ON
CULTURAL INPUT FROM ABROAD IS MORE
LIKELY TO AMANATE FROM POLITICAL
INSTITUTIONS.

31. WHAT CHOICES ARE AVAILABLE TO
MATERIAL WRITERS?
CORTAZZI AND JIN (1992) MAIN FEATURES ARE
C1:TEACH STUDENT CULTURE FAMILIAR CONTENET
TOP-DOWN PROCESSING
INPUT RELATED SOCIAL REALITY OF
CLASSROOM.
REAL FOR LEARNER.
C2:TEACH STUDENT OTHER CULTURE WHOSE CULTURE TO REPRESENT.
FIT
WIDE COMPETENCE.TING TO
INTERNATIONAL STATUS.
C3:TEACH WIDE VARIETIES OF OTHER
CULTURES
LESS EXPRESSION OF THOUGHT.
TRANSACTIONAL DIFFICULTY
PROCESSING.
NATIVE SPEAKER NORMS CONFIRMATION.

32. WHICH TARGET LANGUAGE?
• ROLE OF MATERIAL IS IMPORTANT.
• DEVELOPING LEARNER’S INTERCULTURAL
COMMUNICATIVE COMPETENCE.
• SOCIAL AND CULTURAL HETROGENEITY.
• ROLE OF MEDIA
– COMPARATIVES ETHNOGRAPHERS.
– CULTURE-SPECIFIC SCHEME COMPARE BY
LEARNER AND RE-EXAMINE.

33. AUTHENTICITITY AND MOTIVATION.
• MEDIATE BET STUDENT AND MATERIAL. ( BY
TEACHER )
• CONTROLLED TEXT OR EXPERIMENTAL.
• VALIDITY RELATED WITH TEXT BOOK.
• LEARNER’S GOALS.
• INTEGRATIVE MOTIVATION NECESSARY.
• FAMILIARITY WITH AUTHENTIC MATERIALS.

34. TEXT DIFFICULTY AND TASK DESIGN.
• LEARNERS ARE UNABLE TO AUTHENTICATE
REAL LANGUAGE. (WIDDOSON)
• CLAASROOM CAN NOT PROVIDE CONTEXTUAL
CONDITION.
– HIGH LEXICAL DENSITY.
– IDIOMATIC LANGUAGE.
– LOW FREQUENCY VOCABLARY.

35. PRAGMATICALLY INERT CONCEPT.
AUTHEN
TIC
MATERI
AL.
ENCOURAGE TO TOLERATE PARTIAL COMPREHENSION.
ENHANCE LEARNER’S INFERENCING.

36. FACTORS.
• LERANER’S PROFICIENCY.
• MODE.
• TYPE OF MODIFICATION.
• TOPIC FAMILIARITY.

37. KEY POINT.
• THERE IS NEED FOR NOTED IMPROVEMENT IN
LEARNER’S COMPREHENSION WHEN PAUSES
WERE INSERTED AT SENTENCE CLAUSE OR
PHRASE LEVEL.
• LEXICAL ITEMS ROLE IN ARTICULATION RATES
IN AUTHENTIC SPEECH.
• CASUAL LINK BET COMPREHENSION AND
LANGUAGE.

38. TEXT MODOFICATION,COMPREHENSIBILITY AND
SLA.
• THE INCIDENTAL LEARNING LEXIS THROUGH
GUESSING FROM CONTEXT.
• RUNNING WORDS UNDERSTANDING.
• MODIFY INPUT P
• RODUCED MIXED RESULT.
• NUNAN ASED METAPHORS OF BULIDING
PHYSICAL STRUCTURES.
• TRADITIONAL VIEW.

39. DESINED LEVEL : CAREFUL PLANNING
INTERACTIONAL LEVEL : ENGAGE WITH
CONSTRUCT MEANING.
EMERGES NEW IDEA ABOUT TASK DESIGN WITH
INFORMATION PROCESSING MODELS FROM
SLA RESEARCH.

40. CONCLUSION.
• GRAMMAR-BASED SYLLBUS ACTIVITIES
ADDED.
• PRACTICAL DIFFICULTIES FROM TEXTBOOKS IN
FAVOUR OF AUTHENTIC MATERIALS.
• TEXT DRIVEN APPROACH RATHER
LEXICOGRAMMATICAL ITEM.
• SYSTEMISE APPROACH ( WILLIS ) PEDAGOGOC
CORPUS.

41. FUTURE DIRECTIONS.
• CLASS-ROOM BASED EMPIRICAL RESEARCH.
• AUTHENTIC MATERIALS AS SOURCE OF
INFORMATION.
• COMMUNICATIVE- CENTERED APPROACHES.
• PRACTICAL WAYS OF PERFORMANCE.
• ASSESSINGG LEARNE’S STRATEGIC
PRAGMATIC.

42. PRESENTED BY:
MADIHA BATOOL
LINGUISTICS C
NCBA&E