USE OF AUTHENTIC TEXTS IN LANGUAGE LEARNING
Interactive reading and listening comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation. Authentic texts are defined as “written by members of a language and culture group for members of the same language and culture group” (Galloway, 1998, p. 133, as cited in Glisan). Scaffolding refers to the support provided for learners to promote acquisition of skills and concepts. Follow-up tasks include activities that provide learners with the opportunity to apply or practice the new skill or concept.
Authentic materials provide real-life examples of language used in everyday situations. They can be used to add more interest for the learner. They can serve as a reminder to learners that there is an entire population who use the target language in their everyday lives. Authentic materials can provide information about the target culture and provide that culture’s perspective on an issue or event. The rich language found in authentic materials provides a source of input language learners need for acquisition.
The interpretive mode is receptive communication and the learner must negotiate meaning with the document itself. Since the reader, viewer, or listener is using both content and context to interpret and comprehend what they are reading, viewing, or listening to, learners benefit from making meaning from authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote accurate interpretation.
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師大 大師 (16)