Abstract
The importance of teaching foreign languages using authentic language materials has been universally affirmed in the literature on language teaching (Brown & Yule, Omaggio, Rings).' Indeed, new textbooks for beginning German include ample examples of authentic written language (Donahue & Watzinger, Fischer & Richardson). Nonetheless, a significant gap still exists between the claims for using authentic language texts and the actual presence, not to mention acceptance by classroom teachers, of authentic spoken texts in introductory and intermediate foreign language textbooks. Knoche states unequivocally that Dialogues in language textbooks are not ... authentic. Rather they are consciously to meet the specific intentions and criteria of the author (44). Rings (207) agrees that such stylized dialogues do not represent authentic conversations. Because of this they are inappropriate as authentic, natural conversational materials for the second language classroom.
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