Роль художественной литературы в преподавании английского языка

Аннотация

Ключевые слова: В статье говориться о важности использования познавательные художественной литературы при обучении английскому способности, языку. Подчёркивается, что именно работа с методика, художественной литературой способствует приобщению к мотивация, основные навыки, национально-культурной специфике речевого поведения в литературные жанры. стране изучаемого языка; помогает сформировывать у студентов представление о различных сферах современной жизни другого общества, его истории и культуры. Currently, the main approach to teaching foreign languages in non-linguistic universities is professionally oriented education. The main task is to develop various types of competencies – reading, writing, speaking. According to the majority of specialists, methodologists in the field of teaching foreign languages in non-linguistic universities, a foreign language from the first days of study at a university is a necessary means of forming the professional consciousness of a non-linguistic specialist [4. P. 52]. The ultimate goal of education, therefore, is the formation in students of the foundations of a professionally oriented secondary linguistic personality, the content of which is determined by the peculiarities of the spheres and situations of professional intercultural communication [2. P. 52]. In this regard, the problem of choosing educational material is extremely relevant. Textual material still remains one of the main sources for the development of foreign language competencies. Work with the text is aimed both at summarizing and extracting the necessary information from the text, and at the formation of oral communication competencies in the studied foreign language. Recently, preference has been given to authentic texts in the studied foreign language, corresponding to the direction of students' education. At the same time, works of art that are directly related to the professional interests of future specialists remain unreasonably forgotten. They allow not only to form the skills of professional communication, but also to create preconditions for the development of intercultural communication [1. P. 80]. Recently, several works have appeared on the use of literary texts in teaching foreign languages to students of non-linguistic specialties [2. P. 15]. This article will focus on teaching English to students of non-linguistic universities and the possibility of using literary texts in this process. Undoubtedly, in this case, training should be conducted on professionally oriented tests. But it should be borne in mind that in fiction you can find works related to a certain professional field. The peculiarity of teaching students in the field of medicine is that the focus is on the person, and, consequently, professional communication will be communication about the person. Therefore, the use of literary texts seems quite relevant and useful. In recent years, the role of fiction in curricula as a main component and source of authentic texts in English has again attracted attention. The use of fiction in the process of teaching a foreign language is experiencing a renaissance for a number of reasons. Part 181 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 04 (2022) / ISSN 2181-1415 of the traditional approaches to teaching a foreign language using literary materials, where the learning process focused on the functional use of the language being studied, has become less popular. However, in various methods of teaching a foreign language, the role of literary texts is now overestimated, and many teachers have begun to consider literary texts as providing a wide range of linguistic and cultural information, as an effective incentive for students to develop the ability to express their thoughts in other languages, and also as a potential source of student motivation. The choice of literary material today is no longer limited to canonical texts from literary sources in countries such as the United Kingdom and the United States, but includes the work of writers from different countries and cultures using various forms of the English language. It is well known that the content of teaching foreign languages should be aimed at introducing students not only to a new way of verbal communication, but also to the culture of the people who speak the target language, to the national and cultural specifics of speech behavior in the country of the target language. language through the culture of the peoples inhabiting the country of the language being studied (more precisely, through the dialogue of their national culture and culture). It helps to form students' understanding of various areas of modern life of another society, its history and culture [3. P. 27] teaching another people) must be carried out constantly, starting from the first steps of studying the subject. Introducing foreign language learners to the literature of another nation undoubtedly helps to develop an und