Texts And Tasks Authenticity

Résumé: This research work attempts to evaluate the Algerian second year secondary education textbook of English, "Getting Through" which was introduced in 2005 by the Ministry of Education. The study is a micro-evaluation of the textbook, focusing on the authenticity of English teaching materials which are quite important in EFL classes because they represent the claims of modern language teaching approaches mainly the competency based approach. The study aims to check the extent to which the target textbook provides authentic texts and tasks and teachers' perspectives towards using them in language teaching classrooms. In order to conduct this research, a checklist was adapted from different proposed checklists to suit the aim of the research. Besides, an online questionnaire was addressed to second year secondary school teachers who are using the textbook as a language teaching material. Furthermore, an interview with the inspector was designed and discussed. The results of this study showed that most of the texts and tasks included in the textbook under review were unauthentic, not relevant to the learners' level proficiency and could not be used to develop students' communicative competences. The results also showed that grammar is always emphasized at the expense of language functions and communicative skills. Accordingly, the study concludes with a number of suggestions and recommendations, which, in sum, call for more attention to be given to authentic texts and tasks through textbook adaptation and materials design, in particular, and authentic materials in general.

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