Authenticity and Authentication in Language Learning

The purpose of this study is to examine authenticity and related concepts in the field of language learning, to explore the significance of authenticity in various interrelated contexts that affect the process of foreign language learning and to look at the way texts and other materials can be authenticated in the classroom. It describes the implications for coursebook design, teachers and learners, and for language education. Authenticity and authentication are complex terms but of great significance for language learning. The integral language orientations described by Dr. Amor form an intricate web of language attributes and aspects of authentication that should be woven in the classroom.

Autorentext

The Author: Stuart Amor was born in Cheltenham, attended schools in what is now Greater Manchester and studied Modern Languages at Gonville and Caius College, Cambridge. He has worked as an editor, translator and language teacher in Vienna, Prague, Zurich and Stuttgart, contributing on a freelance basis to a large number of EFL projects. He is the author of English-language teachingmaterials, articles on language teaching and essays on children's literature.

Inhalt
Contents: Fundamentals: Language, Text and Context. The Larger Context Definitions and Distinctions: Proficient Users and Language Corpora. Genuineness. Genuine and Non-genuine Texts. Authenticity and Authentication. Authentic Tasks and Activities. Authenticity and Motivation. Integral Language Orientations Practical Applications: Spoken Language. Written Language. Visual Language Implications: Issues and Conclusions. Bibliography.