Teksta loma svešvalodu apguvē

Abstract

Nowadays language learning does not mean only philological and grammar studies, but more and more emphasis is being placed on communication and acquisition of vocabulary and grammar in use by studying them in context. Common European Framework of Reference for Languages (CEFR) that is a reference for all language teachers in Europe emphasizes the actual need of plurilingual, communicative and creative approach in language teaching. Based on CEFR new Educational Standard in Latvia, including foreign language teaching, has been introduced and enters into force since September 2020. Both documents stress the importance of text use and literacy training in language studies. Several authors admit that contemporary literary texts such as flash fiction as well as song lyrics, advertisements and other texts can enrich the language learning and serve as a basis for mutual discussions, philosophical reflections as well as creative oral and written expression in the language classroom. The present article seeks to answer the following questions: - What does the text mean in the context of foreign languages studies? - What kind of text is suitable for promoting foreign language learning? - Which language specific elements can be taught by the use of texts? - What are the advantages of using literary text in foreign languages studies? The article aims to clarify the importance of the use of text, particularly literary text, in the process of foreign language acquisition, by analyzing actual regulations and linguistic publications on the subject. The article reviews such terms as text and literacy that are the clue words in the big ideas introduced by a new Latvian Educational Standard. Both, the Standard and CEFR highlight the importance of the text use and give precise indications as to how the language learner should work with oral and written text in each of the language proficiency levels. Different types of texts should be used in the learning process, from short dialogues, advertising texts to literary texts, but before any text is selected. It should not be forgotten its relevance to the specific target group of language learners, nor the didactic objectives of its use, which should be the most comprehensive and advanced understanding of the text. Using a complete text structure is more welcome instead of dividing shortening and adapting texts and losing the whole purpose of them. Authentic texts form a language learner’s understanding of the target language user’s culture, its society, philosophical thoughts, promotes the learner’s comprehensive learning, creativity and critical thinking, and is a motivating material not only for learning the language but also for practical communication in today’s European multilingual environment language learner and user lives, both, in business and leisure environment.