Responding authentically to authentic texts: a problem for self-access language learning?

Abstract

This chapter seeks to answer the question, with particular reference to the use of authentic texts in self-access language learning. It begins by exploring the role of authentic texts in second and foreign language learning generally, in terms of the relation between language learning and language use. Then it argues against two widespread assumptions: those authentic texts can only benefit learners who have already achieved a relatively advanced level of competence in the target language; and that the ways in which we exploit authentic texts should always correspond closely to their original communicative purpose and context. It is thus important to emphasize that all learning proceeds via interaction, so that the freedoms by which we recognize learner autonomy are always constrained by the learner's dependence on the support and cooperation of others. The last part of the chapter is concerned with the implications of my argument for the use of authentic texts in self-access language learning.