The. Ministry of higher and secondary special education

CONCLUSION
There have been different opinions concerning the use of authentic texts in the classroom. Krashen believes that a text should only be slightly over a student's comprehension capability and is against the use of authentic material. Malmberg states that authentic material is only suitable for students in upper secondary school. Only then are students able to read and understand literature and factual texts. On the same line, Hellstrцm declares that students are not able to read material written by native speakers in the same way as native speakers do. He believes that students who learn a foreign language do not possess sufficient knowledge to read authentic material and therefore texts should be adjusted to their linguistic level. By contrast Neuner states that when choosing a text, the linguistic level should not be the primary concern. The teacher should also take into account a student's perception of the real world and all the information the student is presented with. Neuner talks about textual comprehension and puts forth the example that a student may guess the meaning or a message of the text by simply referring to the pictures or titles used in the text. Through personal and cultural experiences a student is able to draw relevant conclusions. Tornberg and Sцrensen expand this theory by stating that already from early stages students are able to understand more complex structures of a foreign language than they are able to produce; students should simply get used to these kinds of texts. In the beginning, they might not understand all the information given to them; many words might be unfamiliar to them but they can guess the meaning of difficult words and draw their conclusions about the meaning and content of a text.

Biblioghraphy
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Chomsky, N., & Halle, M. (1968). The Sound Pattern of English. New York: Harper & Row.

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Haycraft, J. (1978). An Introduction to English Language Teaching. Essex: Longman.