Using authentic texts in the classroom are known to have the following advantages:
First, when authentic materials are made available for students, they provide exact examples of how the
language is used by its native speakers or of the vast majority of target language users.
Second, students feel more confident using the language when they know they are performing as
expected. With authentic texts, learners are provided with words and expressions used in real-life contexts. When
students are confronted with similar situations, they manage better in informal, face-to-face communications.
Third, real-life materials are more informal, socially-centered and widely used. They can be a valuable
material to complete the rules and patterns of textbooks.
The use of authentic texts in listening and reading skills instruction give students the idea they learn real
language and see "the relevance of classroom activity to their long-term communicative goals" (Brown, 2007, 311).
Rost (2002, 123) suggests that when it comes to listening comprehension, understanding "authentic language is the
target of virtually all language learners". However, using authentic discourse texts can pose a number of problems in
listening instruction since many of the texts produced specifically for use in listening instruction are often ungraded
and very difficult, suitable for only the highest levels. Richards (1983) suggests another option for working with
authentic (or any) listening texts: we can adjust the task itself to focus on the specific listening skill area that learners
need to work on. Many other features of the text itself may go unaddressed, but tasks can be designed (again with
learner needs and current proficiency in mind) to focus on a specific skill area
It is now generally accepted that literary and other authentic texts should not be simplified or modified in order
to help students comprehend them. Rather, students should be provided with reading strategies and activities prior to
reading the selection. In turn, these strategies and activities will help students comprehend the authentic material.
Generally, the strategies, explanations, and activities related to a reading selection fall into three categories
called pre-reading, during-reading, and post-reading activities, depending on when they are used in relation to
reading the selection which help students understand the text and the topic, review vocabulary or grammar structure.
The grading of grammar in a text is usually more difficult to spot and easier to forget about than the grading of
vocabulary. A good rule is that most of the grammar in the text should be what they have already studied, and most
of the more difficult grammar should be within one level and guessable from context
