This article describes in detail the role and place of authentic materials in teaching a foreign language today and the main tasks facing teachers of foreign languages, as well as an analysis of the opinions expressed by the most famous authors about authentic materials.
Keywords: authentic materials, concept, foreign language methodology, communicative motivation.
В данной статье подробно описаны роль и место аутентичных материалов в обучении иностранному языку на сегодняшний день и основные задачи, стоящие перед учителями иностранных языков, а также проведен анализ мнений, высказанных наиболее известными авторами об аутентичных материалах.
Ключевые слова: аутентичные материалы, концепция, методика иностранного языка, коммуникативная мотивация.
Introduction
As an international language, Russian has spread rapidly in our country. Further expansion of international relations, the arrival of foreign delegations to our country, the organization of scientific conferences and seminars, sports events in the international arena, the exchange of experience in the course of professional activities and the establishment of friendly relations are impossible without knowledge of a foreign language.
Main part
Many scientific works are devoted to the disclosure of the concept of authentic materials and their application in practice. Over the analysis of the concept and the use of authentic materials. Using the studied materials, we can conclude that the concept of «authentic materials» in the domestic and foreign language methods and a separate definition of the approach to their classification are absent. The authors agree that working with authentic materials in their works contributes to the formation of communicative motivation for learning a foreign language and creates conditions for entering the natural state of communication of the language being studied.
As an international language of communication, Russian language has quickly spread in our country. The expansion of international relations, the arrival of foreign delegations, holding scientific conferences and seminars, holding international sporting events, exchanging professional experience and just friendly communication are impossible without knowledge and active use of a foreign language.
Today, there are many approaches to understanding what authentic materials are. Let's take a look at the most popular opinions about authentic materials together. For example, E. V. Nosonovich and R. P. Milrud believe that the study of a foreign language should be based on authentic materials, that authentic materials are «materials obtained on the basis of initial data and not intended for educational purposes». At the same time, the authors divided the authentic materials into educational and methodological ones. In the first case, the basis of learning validity is the qualitative achievement of a specific educational goal, while methodological validity is aimed at creating tasks that are as close as possible to the state of natural language for didactic materials and learning purposes.
As reliable material, the authors include articles, interviews, advertisements, diaries and excerpts from biographical cases, fairy tales, scientific and local history texts. In their work, the authors emphasized the importance of preserving the originality of the genre, which allows foreign language learners to get acquainted with vocabulary and speech cliques in different communication situations. If authentic materials are used in teaching a foreign language, they should be classified according to the purpose of the lesson. Teachers should be aware of the different types of materials, as some are specifically for teaching reading or listening, and some are better and more effective for teaching speaking or writing. Some of them have to teach and develop grammatical structures or vocabulary.
Conclusion
It can be argued that the definition of authentic materials, in an attempt to lay the groundwork for Russian teachers to develop their own criteria for choosing what is best to use, should become more flexible so that the changing environment of language use in the 21st century should be taken into account. The assumption of «native speakers» should be understood differently, and all those who use Russianfor the purpose of authentic communication should have the right to create materials that can be used as «authentic» in Russian language classes.
References:
- Lvov, M. R. Methodical dictionary in Russian / M. R. Lvov. — M.: Academy, 1999.
- Methods of teaching the Russian language at school: a textbook for universities / M. T. Baranov [and others]; ed. M. T. Baranova. — M.: Academy, 2000.
- Tekuchev, A. V. Methods of studying the Russian language at the university / A. V. Tekuchev. — M.: Enlightenment, 1980.
- Student on the methodology of the Russian language: Russian language as a subject of study: a guide for the teacher / comp. A. V. Tekuchev. — M.: Enlightenment, 1988.
