Firstly, it explores the extent to which materials designed for language learning reflect authentic spoken language. After a review of the definitions and debates described above, the chapter moves on to a focus on authentic materials from spoken texts, exploring studies which have sought to investigate materials in three main ways. If, for example, a learner reads a news story in class in the same way as they might in their own time by choosing it themselves and perhaps by then asking a friend if they have read it, that could be considered an authentic use of material. the manner in which they interact with it. The discussion will centre on the idea that for some researchers 'authentic' can be defined by the nature of the material itself while for others authenticity is connected to how a learner 'experiences' material i.e. This chapter aims to explore the notion of authenticity in relation to materials and show how the term has been discussed from the beginnings of Communicative Language Teaching (CLT) until the present day.
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