Речевой этикет для эффективного общения

Аннотация

The author introduces the primary focus of the article, which is an exploration of commonly used materials in English as a Foreign Language (EFL) classes, specifically reading texts, films and videos, and computer programs. The article aims to present a comprehensive list of advantages and disadvantages associated with the use of authentic texts and materials in the classroom and the significance of incorporating authentic texts into the classroom setting and highlights that these materials serve multiple functions. Key words: reading, authentic materials, merits and demerits, teaching reading, reading texts; films and videos; computer programs Reading holds distinct meanings for individuals; for some, it is about recognizing written words, while for others, it is an opportunity to refine pronunciation and practice speaking. Regardless of its diverse interpretations, reading is a daily practice, integral to our lives yet often taken for granted. It’s assumed to be a universal skill, but its purpose varies based on individual objectives. In language education, the use of authentic materials in the classroom is a pertinent subject, especially for learners at the B2 level or for the lyceum students. These materials expose students to real language in real contexts, offering a practical approach to language acquisition. The advantages of incorporating authentic materials are manifold. They not only serve as powerful motivators, instilling a sense of accomplishment and encouraging further exploration but also reflect the evolving nature of language. With a wide variety of text types, these materials prove versatile, promoting different skills and allowing for repeated use and updates. There is no doubt that today English teachers have a lot of choices in terms of teaching materials. Choosing them, we are to keep in mind that we should focus students’ attention not only on grammar structures and vocabulary but prepare them for real communication where the knowledge of culture is sometimes crucial. Thus, the use of authentic materials can help solve this problem. The majority of scholars define authentic materials as materials, which are designed for native speakers; they are real texts, 96 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS designed not for language students, but for the speakers of the language. Basically, authentic materials provide the following benefits: motivation to learning; authentic cultural information; real language presentation; creative approach to teaching [1; 7-11]. There exist a lot of authentic materials like reading, newspapers, literature, video, TV, surveys, guest speakers, cultural quizzes / tests, role plays / dramatizations, songs, anecdotes, travel brochures, menus, catalogues, real estate pamphlets, phone books, CDs, the Internet, illustrations and so on. In this article we are going to deal with the most commonly used materials at EFL classes: reading (texts); films and videos; computer programs and provide with the list of merits and demerits of using authentic texts and materials. The use of authentic texts in classrooms is important as it performs many functions: widening and reinforcement of language knowledge; language material training; development of abilities in oral speech; development of abilities in written speech [2; 1997]. When working with texts, a teacher can employ various exercises. These include pre-reading exercises, which focus on tasks such as title analysis, predicting contents, and exploring grammar and vocabulary. Another stage involves while-reading exercises, designed to enhance general perception, identify interesting segments for the reader, and select meaningful parts. Following the reading phase, post-reading exercises come into play. These exercises aim to check comprehension, interpret the text, and assess the ability to find specific information. Additionally, there are exercises specifically focused towards eliciting a personal response. These exercises aim to develop both oral and written abilities. The development of these skills not only assists teachers in structuring their lessons but also aids learners in comprehending the entirety of the text [3; 125-127]. Using video materials in the classroom environment can enhance students’ motivation to learn a foreign language. This is because videos present real language and offer students an aesthetic insight into the culture. Video proves to be highly effective in teaching for several reasons. Firstly, it represents an authentic environment, providing a genuine context for language use. Additionally, videos offer examples of specific language functions in operation, allowing students to observe language use in practical situations. Videos also highlight authentic language interaction, capturing the nuances of communication that extend beyond mere words. Importantly, videos bring attention to nonverbal components of language, including eye movements, fa