AUTHENTIC TEXT MATERIALS IN TEACHING FOREIGN LANGUAGE

Аннотация

This article is to focus on the importance and the uses of authentic materials in foreign language teacher training program and to come up with some suggestions concerning the matter. As a result of the literature review done, it was found out that using authentic materials in foreign language teacher training program has an important role in their making use of such materials in their future professional lives. Key words: Foreign language teaching, teacher training, constructivism, authentic learning, authentic material The formation of communicative competence is one of the central problems of modern linguodidactics. Along with mastering the basic means of the language, communicative competence includes the ability to work with information: transforming it in accordance with its own idea for the subsequent expression of a personal opinion to the accepted information when transmitting it to the interlocutor. At the same time, one of the goals of mastering the main educational program in a foreign language should be pointed out, namely, the formation of an active personal position in the perception of the world, including the development of national self-awareness through acquaintance with the main features of the life of the country and the language being studied. First of all, it is worth noting that achieving the goal of forming communicative competence in foreign language lessons is impossible without observing a number of fundamental principles. Among them, the principle of individualization, which involves taking into account the individual characteristics, interests and needs of students in learning all types of speech during lesson and extracurricular learning activities; the principle of authentic situationality, that is, the requirement to create a real communication; the principle of speech-cognitive activity, manifested in the use of speech at the same time as a means and purpose of learning, and in the speech nature of the exercises used, in the presence of the communicative value of speech material (problematic). The principle of functionality, expressed in the predominance of the function of the speech unit over the linguistic form, and the principle of novelty, considered, on the one hand, as the use of various forms and ways of organizing the learning space, and on the other hand, as the development of new methods and ways of organizing educational activities. The use of authentic materials may be one of 40 МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ АКАДЕМИЧЕСКИХ НАУК the ways to build communicative competence in complying with these principles; however, the concept of “authentic materials” in connection with the novelty of considering this issue in modern linguodidactics has not yet acquired a clear definition. First of all, it is worth considering the concept of authenticity. Unfortunately, turning to the consideration of this concept leads to terminological confusion. In modern, both domestic and foreign methodological science, a clear definition of authenticity is not given, at the same time, the terminological boundary between the concepts of “authentic”, “original” and “genuine” is not traced. Due to this, we will try to define authenticity and find out the relationship between this concept and its related ones. To begin the consideration with the fact that in translation from Greek authentic means the real, which corresponds with English - natural. According to the dictionary definitions of the concepts “authentic”, “genuine”, “original” as properties of authenticity, authenticity and originality in a broad sense fall into a number of synonyms. So, for example, in the New Dictionary of the Russian Language Efremova T.F.defines the concept of “authentic” as "Coming from the source, corresponding to the originalauthentic". In this case, “genuine” means “being the original; not copied”, but“ original” is presented as “characteristic of the original, characteristic of it ”or“ not borrowed, not imitative, not translated, genuine ”[2]. It is obvious that in the framework of linguodidactic science, the concepts “authenticity ” and “ authentic ” acquired a different connotation of value, which allowed the methodologists to classify authenticity. In the works of foreign and Russian methodologists, different classifications of authenticity are found. So, L. Lier identifies three types of authenticity. Firstly, he emphasizes the authenticity of the material, which is manifested in the use of adapted texts specially processed for methodological purposes, while preserving their authentic properties, such as the use of natural language, coherence, etc. Secondly, pragmatic authenticity is highlighted. That is, the authenticity of the context and the communicative goal, the authenticity of speech of interaction. Thirdly, L. Lier speaks of the existence of personal authenticity, which means the subject clearly understands the causes and goals of performing communicative actions. Anticipation of the result of these ac