Use Of Authentic Texts Research Articles

Features of the Formation of Communicative Competence in Russian Language Lessons

Communicative competence plays an important role in the formation of communication skills in Russian. According to the authors of the article, in Russian language lessons, special attention should be paid to developing the ability to correctly use language tools for effective communication. Classes should be structured in such a way as to stimulate students to active speech activity, develop listening skills and the ability to adequately respond to the statements of their interlocutor. It is also important to promote the formation of intercultural communication skills and increase the linguistic literacy of students. The authors emphasize that in their work, teachers should use a variety of methods and forms of work aimed at developing the communicative competence of students, including role-playing games, discussions, work in pairs and groups, as well as the use of authentic texts and audio materials.

Squeezed in: Writing Instruction Over Time

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.

IDENTIFYING THE SOCIO-CULTURAL POTENCYOF A COTEMPORARY AUTHENTIC LITERARY TEXT

This paper presents a diagnostic matrix for identifying the sociocultural potential of a contemporary authentic literary text. Based on the study of trends in the use of authentic texts in teaching English, the issue of studying ways to form students’ background knowledge aboutthe sociocultural realities in the readingprocess has become urgent. The demand for creating a diagnostic matrix is dictated bythe problems of considering the sociocultural capabilities of the text and is designed within the framework of the cognitive-linguistic approach. The article provides examplesof the manifestation of sociocultural information in the following contemporary authentic literary texts: “The Thursday Murder Club” (R. Osman), “Lessonsin Chemistry” (B. Garmus), “Normal people” (S. Rooney), “Just Like You” (N. Hornby).

Merits and demerits of authentic materials in teaching reading

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.

A New Intercultural Model for Teaching Russian as a Foreign Language at European Level

This paper presents a new experimental intercultural theoretical and operative model for RFL (Russian as a Foreign Language) teaching at European level: the RETEACH model. As a descriptive–normative didactic model, RETEACH builds on the intercultural approach, seeking to foster the development of intercultural communicative competence (ICC) among students. RETEACH promotes respect, understanding, and solidarity among individuals and encourages critical awareness of various issues, such as multiple identities, fuzzy cultural borders, power-related intercultural dynamics, and avoidance of stereotyped representations. The model is grounded in three specific concepts and areas within the foreign language and RFL fields: 1) the use of authentic texts, 2) the role of literature, and 3) textbook theory. The model was tested through two case studies, which investigated the place of culture in RFL classes in Lithuania and Italy (Case Study 1) and in RFL textbooks employed in Italy (Case Study 2). Three different research methods were employed: action research, classroom observation, and comparative content analysis. The findings indicate that the proposed model can boost the development of ICC in RFL learners, thus addressing some general issues with RFL teaching in the European context. There are several theoretical and practical implications of the RETEACH model: 1) combining RFL theory and practice, 2) improving the intercultural approach due to the use of authentic materials, 3) enabling the use of Russian literature to develop ICC, and 4) promoting a complex and critical image of Russia.

Specific Features of Using Authentic Texts When Teaching Foreign Students the Language of the Specialty (Engineering and Technical Field).

The article presents different approaches to the application of the term “authenticity” in relation to the content of teaching professional communication in a foreign language. The contingent of students, whose communicative needs in teaching Russian as a means of professional interaction was taken into account in the course of the study. They include bachelors, specialists and master’s students who came to Russia to get higher education in engineering and technology. The article describes the current trends in the use of authentic texts in a number of textbooks relevant for the above mentioned students in the language specialty, and analyzes their textual content from the point of view of authenticity. The study reveals the degree of correlation between the content of the texts offered in the manuals and the curricula for students of engineering and technology.

SUBJECT ASPECT IN PROSPECTIVE GERMAN LANGUAGE TEACHERS INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF INDEPENDENT WORK

The article deals with the subject aspect of the content of the formation of intercultural communicative competence of future teachers of German. The methodical, linguistic, psychological literature, the scholars’ experience in the field of the formation of foreign language skills and abilities in the context of intercultural communication are analyzed. The cultural component of the content and its relationship with teaching aids are highlighted. A communicative psychological model is substantiated, the observance of which contributes to the discourse development in the process of producing texts. The functions of texts as a starting point for the development of communicative skills and abilities in all types of speech activity are indicated. Within the framework of the subject aspect of the content, the characteristics of the discourse as a text “immersed in life” are presented. The attention is focused on the knowledge of the linguistic component, the use of which ensures the effectiveness of expressing an opinion in German. Examples of speech means in German are given and their national and cultural peculiarity in the process of creation and perception of texts of different genres and types is noted.Possible ways of modeling communicative situations in which future teachers act as potential mediators between native and German-speaking cultures are studied. Conclusions are drawn about the use of authentic texts and photo-illustrative material. It significantly expands the cultural aspect of the content of educational and methodological materials and ensures the effective formation of intercultural communicative competence. In addition, the authenticity of the educational material provides real conditions for conducting discourse, taking into account the national and cultural characteristics of the language being studied.

FORMATION OF ENGLISH PROFESSIONALLY ORIENTED COMMUNICATION IN THE CONTEXT OF FUTURE DOCTORS’ FUNCTIONAL COMPETENCE

The article deals with substantiation of developing medical students’ English language professional communication. The core of foreign language communication as an essential concept of future Health Care worker profile is revealed. Formation of medical students’ foreign language communication is emphasized to be an integral aspect of the professional training in higher education medical establishments and is realized by mastering the peculiarities of language competence at its phonetic, lexical, and grammatical level. The attention is focused on the necessity of developing medical students’ English language professional communication as a core component of the English Language and English for Specific Purposes (ESP). The issues of ESP substantive content, selection of teaching materials, and development of students’ communicative component in mastering English language professional skills are considered. Basic training peculiarities of a competent English-speaking specialist are described; evidence-based pedagogical conditions necessary for the formation of communicative competence are considered; the need for lexical mastering in order to speak properly is emphasized. A list of pedagogical principles for the implementation of professional speech activities of medical students is suggested. The use of authentic texts and different exercises has been found to develop professional speech skills and abilities, thus making possible to evaluate and to express one’s opinion, as well as to promote self-development and self-actualization of medical students.

Критерии отбора аутентичного аудиотекста в жанре интервью для подготовки к тестированию по русскому языку как иностранному: второй сертификационный уровень (субтест «Аудирование»)

The aim of the study is to develop criteria for selecting an authentic audio text in the interview genre for preparation for the “Listening” subtest (Russian as a foreign language testing: Second Certificate Level). The paper identifies the features of the use of authentic texts in listening teaching in the aspect of Russian as a foreign language teaching; based on the primary requirements for authentic audio texts presented in the methodological recommendations for standardised tests in Russian as a foreign language (Second Certificate Level. General Knowledge) criteria are developed for the selection of audio texts in the interview genre, the content of these parameters is specified. Scientific novelty of the study lies in the fact that the researchers proposed criteria for selecting an authentic audio text in the interview genre in order to prepare students for certificate testing in listening at the advanced level of proficiency in Russian and revealed their content. As a result, the researchers have specified the parameters for assessing the compliance of the authentic text of an interview with the requirements for audio materials of the “Listening” subtest within Second Certificate Level testing.

Use of authentic texts in EFL context: A model for B1 level students

The use of authentic texts has been increasingly popular as valid and effective tools in ES/EFL context. The present paper suggests a model wherein authentic texts play a significant role in enhancing the motivation, and active participation of the B1 level learners. Texts from BBC news reports have served as the bases for the present paper, and have interestingly been used for designing activities, and prompts to enhance learners’ reading, speaking, and writing skills; listening activities can also be designed in the light of texts. The target group addressed in the paper is Arab EFL learners in Saudi Arabian context. This model may serve the purpose of a blueprint for the instructors to enhance their teaching experience and the learning experience of the learners.

Technology Integration and SkELL: A Novelty in English Foreign Language Teaching and Learning

The development of technology and its web-applicative tools in reference a variety of fields of contemporary interest, has flourished even the horizons of education. Due to the necessity of the rapid growth of Technology, its integration was considered as a solution to the covid-19 pandemic worldwide situation that caught humanity unskilled on such frequent and easy-to-follow use of ‘learning by doing’ when dealing with knowledge. On purpose, the present study introduces the implementation of SkELL (Sketch Engine for Language Learning) in English Foreign Language (EFL) learning and teaching as a rich source of free online linguistic data, provided the use of authentic texts (hereby to corpus data). All of these constituents autonomously yield both sides: learners and teachers to learner-learner interaction, learner-teacher interaction. Throughout the exploitation of its various web-applicative tools such as: Word Sketch, Thesaurus, Wordlist, Concordance, and Visualization among a range of others made possible and available EFL learning, and assisted teaching during the hard educational situation. It consequently may serve as a pre-requisite for language practitioners, curriculum designers to facilitate overall EFL teaching and learning process.

Peer to Peer Deaf Multiliteracies: experiential pedagogy, agency and inclusion in working with young adults in India

ABSTRACT In many countries across the world education for deaf people is limited and sign languages are undervalued. In this paper we discuss insights from an initiative to support deaf education for young adults in India, Ghana, and Uganda. Reporting here on the work in India, our project used a bilingual approach, with Indian Sign Language as the main means of communication while developing students’ English literacy through a multiliteracies pedagogy (Cope, Bill, and Mary Kalantzis, eds. 2000. Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge) and the use of authentic texts in lessons. Our approach was designed to invite learners' agency and input. Responding to students’ engagement with the approach, we encountered their demand for formal grammar teaching and we offer an example of how one of the tutors engaged with this. Illustrated with visual data from the lessons, we discuss two insights from the project: the importance of the students’ ‘semiotic repertoire’ (Kusters, Annelies, Massimiliano Spotti, Ruth Swanwick, and Elina Tapio. 2017. “Beyond Languages, Beyond Modalities: Transforming the Study of Semiotic Repertoires.” International Journal of Multilingualism 14 (3): 219–232.) ; and the centrality of an inclusive educational approach that is supportive of students’ agency and aspirations for learning.

Sissejuhatavalt koolidiskursusest: tekstid ja kirjaoskus neljas õppeaines

Keelt aineteadmiste vahendajana on hakatud üha enam tähtsustama: paralleelselt kõneldakse keeleteadlikust aineõpetusest ja ainekirjaoskusest. Ainekirjaoskus tähendab ainealase suhtluse harjutamist õpiprotsessi mõlemas otsas – teksti vastuvõtul ja loomel. Kirjaoskus on Eesti riiklikes õppekavades sõnastatud ühe üldp.devusena – suhtluspädevusena, mis tähendab paindlikku keelekasutusoskust ja suhtlusolukorra järgi kohanduvat kõnelemis-, kirjutamis-, lugemis- ja kuulamisoskust. Ehkki sedamööda paistavad meil eeldused keeleteadlikuks aineõpetuseks olevat loodud, puudub vastus küsimusele, kui (keele)teadlikult kirjaoskust õpetatakse. Etnometodoloogiline uurimus võtab vaatluse alla neli ainet: ajaloo, füüsika, käsitöö ja kodunduse ning muusika, et välja selgitada nende ainete õpetajate tekstikasutustavad kirjaoskuse õpetamisel põhikoolis. Uuringutulemused näitavad suunda, kuidas ainekirjaoskust Eestis arendada. *** Introduction to school discourse: Texts and literacy in four subjects This research investigated literacy instruction in four subjects: History, Physics, Music and Handicraft & Home Economics (HHE). Every school subject has inherent discourse patterns that appear in texts and language use. The concept of disciplinary literacy (DL) emphasizes language in learning, but there is little known about how Estonian core literacy is taught in school subjects in middle school. This ethnomethodological study was conducted among 32 teachers. First, one teacher of each subject was asked to keep a diary and report on authentic texts and methods used in the classroom; the data was supplemented by individual interviews. Secondly, two group interviews were carried out with teachers of the same subject. The data was analyzed through content analysis, detecting metadiscourses to see the features of disciplinary literacy. The results indicate that literacy is developed in the spirit of functional understanding and is asymmetrical, reading dominates over writing. However, examples of DL appeared in history as interpreting, common genres were media, historical sources, documentaries, movies; history was the most language-aware subject. DL in physics appeared in problem-solving tasks, describing procedures and phenomena, genres were procedural videos and explanations. Musical DL was about sharing experiences, analysing musical language, the common genre was evaluation. DL in HHE consisted in making meaning through handicraft and following instructions, which was also the common genre. The use of authentic texts in subjects indicate that the need and readiness for a DL approach is recognized. The starting point could be the awareness of genres and making language visible as a meaning-making resource.

Exploring Female Saudi EFL Teachers’ Instructional Practices in Using Authentic Texts for Teaching Reading Comprehension

This research study explored EFL teachers’ instructional practices (e.g., adaptation, selection, elaboration, and simplification) in using authentic texts for teaching reading comprehension. In fact, a considerable amount of research has been devoted to investigate the use of authentic texts in teaching reading comprehension. However, there is an academic and professional need to explore how teachers exploit authentic texts while teaching reading comprehension. The study employed a mixed method research design. Teachers’ instructional practices were explored through a self-reported questionnaire. Also, the study examined teachers’ perspectives on these practices and how their Personal Practical Knowledge (PPK) affects their practices by conducting semi-structured interviews. From two Saudi universities, 50 female EFL teachers responded to the questionnaire, while additional five teachers were interviewed. The questionnaire results revealed that EFL teachers adapt authentic texts for advanced students more than beginners. In contrast, most of the teachers in the interviews highlighted that authentic texts are applicable in teaching beginners with the use of technology. The quantitative and qualitative results showed that teachers select authentic texts that match students’ language level, their cultural background, and course book objectives. It was also found that the aspects of PPK knowledge affected teachers’ instructional practices in using authentic texts. Based on the research findings, several suggestions and recommendations were presented to enhance the effectiveness of authentic texts in the EFL classrooms.

FOREIGN LANGUAGE AUTHENTIC TEXT AS A BASIS FOR THE FORMATION OF FUTURE DOCTORS’ PROFESSIONAL COMMUNICATION

The article deals with practicability substantiation of English language authentic texts as the basis for medical students’ professional communication formation. The essence of foreign language communication as an essential concept of future Health Care worker profile is revealed. Formation of a medical student’s foreign language communication is emphasized to be an integral aspect of the professional education in higher education medical establishments and is realized by mastering the peculiarities of language competence at its phonetic, lexical and grammatical level. The attention is focused on the necessity of using educational authentic texts as a core component of English for Specific Purposes (ESP). The issues of ESP substantive content, selection of teaching materials, development of students’ communicative component in mastering English language professional skills are considered. Basic peculiarities of the use of professional authentic texts are described; evidence-based samples of exercises for the formation of communicative competence are considered; the need for lexical mastering in order to speak properly is emphasized. The examples of communicative lexical exercises for the implementation of professional speech activities of medical students are suggested. The use of authentic texts and different exercises has been found to develop professional speech skills and abilities, thus making possible to evaluate and to express one’s opinion, as well as to promote self-development and self-actualization of medical students.

The use of authentic texts in teaching a foreign language

The article deals with the issues of teaching a foreign language in a higher educational institution at non-linguistic faculties. The use of authentic texts focused on the professional interests of the future specialist in teaching a foreign language is a very important aspect of learning. The article deals with the application of the communicative method in teaching reading and listening. The stages of work and types of exercises are proposed when using authentic texts in the classroom, aimed at the formation of foreign language competence.

ԱՆԳԼԵՐԵՆ ԲՆԱԳԻՐ ԼԵԶՎԱՆՅՈՒԹԻ ԿԻՐԱՌՄԱՄԲ ԱՇԱԿԵՐՏՆԵՐԻ ՓՈԽՆԵՐԳՈՐԾՈՒՆ ԿԱՐՈՂՈՒԹՅՈՒՆՆԵՐԻ ԶԱՐԳԱՑՈՒՄԸ / DEVELOPMENT OF THE LEARNERS' INTERACTIVE SKILLS THROUGH THE USE OF AUTHENTIC MATERIAL

The article studies the problem of the learners’ language communicative skills development through the use of authentic texts in class. The authors specify the idea of language learning effectiveness mostly depending on the learners’ active participation and engagement in the teaching process. For this purpose it is not enough to implement the process of simple communication in class. Instead, it requires creating an intensive and regular interactive environment, jointly with appropriate textual material. Actually the use of authentic texts in class makes the teaching process more interesting, enjoyable and effective as these texts are connected with real life and their application fosters the learners’ communicative skill development, world outlook and, the formation of appropriate attitude towards the evaluation of democratic values in life.

The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners

This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners’ reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading comprehension test and the motivation for reading questionnaire (MRQ) to test their reading comprehension ability and reading motivation. Having participated in a period of 20 sessions in which the experimental group received treatment of exposure to authentic materials and control group to simplified materials, the students took a posttest of the reading comprehension test and completed the MRQ. Additionally, to test students’ reading anxiety, the two groups completed Foreign Language Reading Anxiety Scale (FLRAS) in two pre- and posttest assessments. The scores obtained were analyzed using one-way analysis of covariance and paired samples t-tests. The results indicated that authentic materials enhanced Iranian learners’ reading motivation and their reading comprehension ability. In addition, the findings suggested that the use of authentic texts significantly improved EFL learner’s anxiety in the experimental group. The implications of the study are discussed.

Students' Social Attitudes Towards German and The German Language in Traditional and Innovative Teaching of German as a Foreign Language at The Faculty of Philosophy in Novi Sad

The study of attitudes plays an important role in the field of social psychology, but also in the field of language teaching theory, since attitudes towards the nation, language, and teaching itself affect the motivation for language learning, and thus academic achievement. The goal of modern foreign language teaching is not only to develop students' communicative, but also their intercultural competence, which includes the ability to make contact with members of other cultures, the ability to compare their own and foreign cultures, as well as overcoming cultural conflicts and misunderstandings. Teaching a foreign language has, therefore, a task to connect people and build bridges between cultures.
 The best way that cultures draw closer to each other is direct contact or residence in the target country, but, as most people are not in a position todo this, knowledge of a foreign culture can be acquired indirectly through teachers and teaching content. Today it is very controversial whether and to what extent modern textbooks have the potential to impart knowledge about German culture, as well as the image of a country and its people. Intercultural didactics argues that textbook texts are not sufficient for the acquisition of the knowledge and skills, and urge the use of authentic texts in teaching a foreign language.
 In order to determine the potential of textbook and authentic texts for teaching German as a foreign language (and culture) experimental research was conducted in the year 2014-15 with students from the Faculty of Philosophy (Novi Sad) who have German as an elective course. The study applied the two approaches, traditional, in which the textbook texts and other didactic materials were the basic teaching tool, and innovative, in which authentic texts were used.
 The study included a total of 36 students and lasted for two semesters. The research used questionnaires, and the research results are presented in the form of mean values, with a standard deviation. For determining the statistical significance of differences between means the t-test was used. In addition to the descriptive, the correlation method was also used, and the data were processed using the program SPSS Statistics 20.

НАВЧАННЯ СТАРШОКЛАСНИКІВ АВТЕНТИЧНОГО РОЗМОВНОГО МОВЛЕННЯ НА ОСНОВІ ХУДОЖНІХ ТЕКСТІВ

У статті доведено значущість використання автентичних художніх текстів під час навчання учнів-старшокласників іноземної мови, зокрема у розвитку комунікативної компетентності учнів. Представлено приклади вправ, які допоможуть працювати з автентичним текстом, опираючись на мовну практику учнів у класі. Значна увага приділяється вивченню мовних та комунікативних особливостей англійської розмовної мови, для якої характерне використання розмовної лексики та фразеології, передусім коротких, простих синтаксичних конструкцій, виразної інтонації, у формуванні мовної та соціокультурної компетентності у навчанні англійської мови.