The. Ministry of higher and secondary special education

2.3.2 How is meaning acquired in authentic texts and textbook texts?
Kramsch believes that meaning is not acquired from the spoken or written language but from the dialogue which is being created between the reader and the text. It's a “central code” which is defined as a system of ideas and customs that are involved in a certain culture's meaning; a meaning which a learner should be prepared to encounter.Linguists have tried to explore the reading process by presenting various models. For a long time it was believed that there were two kinds of reading, namely the bottom up and the top down model. Lundahl tries to explain the relationship between a reader and the text by referring to these two models.

2.1. Preparing authentic materials for Business English Learners
Nowadays many teachers have advocated the use of "authentic," "from-life" materials in the classroom. Authentic materials are any texts written by native English speakers for native English speakers. These can include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts [1].
As we know, teaching texts, which are fundamentally non-communicative, were written essentially to present language data rather than to convey information that’s why they tend to lack the discourse features of genuine text. Authentic material, on the other hand, gives students a taste of 'real' language in use, and provides them with valid linguistic data, necessary to develop their communicative skills. If students are given only scripted material, they will learn an impoverished version of the language, and will find it hard to come to terms with genuine discourse when they are faced to learning and using Business English.