In L2 classrooms, authentic texts are used to link learning to real-world situations. This practice characterizes:

In L2 classrooms, authentic texts are used to link learning to real-world situations. This practice characterizes:

• A. Interactionist Theory
• B. Communicative language teaching or communicative approaches
• C. LAD (Language Acquisition Device)
• D. Universal Grammar

Answer: (B)

Using authentic texts in L2 instruction to connect classroom learning with real-world communication is a hallmark of communicative language teaching. This approach centers on meaningful language use in real situations, using authentic materials to mirror how language is actually used outside the classroom. It promotes communicative competence—being able to convey and understand messages in real contexts—through tasks, interaction, and real-life language. The other options don’t capture this instructional focus. Interactionist theory highlights how social interaction supports language development, but it isn’t a classroom method that centers on authentic materials and real-world tasks. LAD (Language Acquisition Device) and Universal Grammar are cognitive theories about innate language knowledge, not teaching approaches or material choices.

Using authentic texts in L2 instruction to connect classroom learning with real-world communication is a hallmark of communicative language teaching. This approach centers on meaningful language use in real situations, using authentic materials to mirror how language is actually used outside the classroom. It promotes communicative competence—being able to convey and understand messages in real contexts—through tasks, interaction, and real-life language.

The other options don’t capture this instructional focus. Interactionist theory highlights how social interaction supports language development, but it isn’t a classroom method that centers on authentic materials and real-world tasks. LAD (Language Acquisition Device) and Universal Grammar are cognitive theories about innate language knowledge, not teaching approaches or material choices.