期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2007
卷号：4
期号：1
出版社：National University of Singapore
摘要：This article is intended to briefly overview the concept of authenticity which cannot be defined similarly for all contexts, as we confront various contexts around the world, each with their unique characteristics. In other words, authenticity is a relative concept, materialized within each context with the interaction of its participants. Also, following Chavez’ (1998) comments, authenticity cannot be defined as anything really existing in the outside world because any text taken out of its original context and away from its intended audience automatically becomes less authentic. Learners’ proficiency levels and their positive attitudes towards the text are other aspects in this regard. Authentic materials require at least two features: communicative potential and relevance. The binary division of authenticity is no longer relevant and efficient; rather, it is to be considered in relation to the context where the material is used. Therefore, literature on authenticity suggests that authenticity is subject to pragmatic variation which cannot be defined in a vacuum and that its defining characteristics lie in the context. This argument has implications for teacher education and material development because of the changing situation of ELT practice around the world. The final conclusion is that the notion of authenticity within the global context must be considered in the light of the pragmatic appropriateness of the materials used and the interaction tasks set in relation to learners’ needs and interests. The knowledgeable teacher is the nexus for empowering materials and tasks that are ‘authentic’ for their specific groups of learners.
