(RE)KONCEPTUALIZACIJA POJMA AUTENTIČNOSTI U SAVREMENOJ NASTAVI STRANIH JEZIKA

Abstract

This paper presents different approaches to the concept of authenti- city in the context of applied linguistics and foreign language teaching. For decades, this term has been associated only with language material used in the classroom (reductionist definition), but recent studies highlight its conceptual diversification and conclude that it is determined by other, mostly contextual factors, as well as participants in interaction. Therefore, in modern approaches to foreign language teaching, the emphasis is on a dynamic and integrated approach to the concept of authenticity (Newby, 2000), where genuine input and genuine participatory tasks promoted by teachers generate students’ genuine output who thus authenticate them in the process of interaction that is situationally determined. Consequently, as a result, the notion of authenticity is reconceptualized: it is no longer an absolute category but can be considered as a pragmatic phenomenon (Shomoossi & Ketabi 2007) and a construct generated in the socio-contextual continuum (Pinner 2014, 2016), so it is viewed holistically and applies to various aspects and actors in the process of foreign language learning.