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This paper examines the arguments for and against using authentic texts as learning materials in language teaching. It proposes that in a communicative approach, carefully selected authentic material can be used effectively, even at elementary levels, to help students acquire essential skills and confidence. For students learning Chinese outside of China authentic texts and realia are a source of cultural background and help to make the language come alive. The guiding principle is to grade the difficulty of the tasks, rather than the texts. The paper identifies different types of authentic texts, and outlines principles of task design. A range of examples of learning tasks using authentic texts in Chinese is presented. |
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