Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 207

Authentic materials have had a place in language classrooms since the early days of the grammar translation method, which was aimed at teaching students to read (and translate) classic literary texts. However, as language teaching methods evolved, so did the status of authentic materials. The audiolingual method, which utilized pattern drills to manipulate form, dismissed authentic materials in favor of contrived dialogues that carefully controlled the vocabulary and grammatical structures presented to learners. The dialogues that characterized the audiolingual method lacked the naturalness of authentic discourse and undoubtedly had “little of the savour of real‐life conversations” (Singleton, 2014, p. 116). In the late 1970s, with the development of communicative language teaching (CLT), authentic materials gained popularity once more, but this time with the goal of promoting meaningful communication using texts and social situations beyond the confines of the classroom. For many language educators, a central feature of CLT is the use of authentic texts. Authentic materials also have played a prominent role in content‐based instruction (see Snow & Brinton, 2017), where the goal is to integrate language and content. Likewise, in foreign language contexts, there has been a general trend towards integrating language and content at all levels of instruction, as advocated by the Modern Language Association (MLA) report (MLA Ad Hoc Committee on Foreign Languages, 2007). As a result, authentic literary texts are now being utilized to some degree in lower‐level courses with the goal of reducing the artificial separation between “language” and “content” courses. Finally, authentic materials have taken on a central role in assessment, especially integrated performance assessment (IPA), which involves students reading or listening to authentic texts related to a particular theme (see Adair‐Huck, Glisan, & Troyan, 2013).