Keyword: «authentic texts»

The article describes the process of using authentic texts for teaching foreign languages (English as an example). This article presents the methodology, stages and exercises for teaching reading authentic texts to form sociocultural competence. The study reveals the educational potential of using authentic materials, shows its advantages in the teaching process.

The article focuses on the problems of developing the skills of professional communication in the English language when teaching students of marketing. The research is based on the four-year practical experience of using textbook “Marketing 4.0” when working with first and second years students. The author offers approaches to organizing classroom and independent work of students and gives examples of tasks based on authentic texts. The author states that it is due to authentic materials that students get the necessary information and professional terminology as well as communicative patterns essential for professional communication in the foreign language. Another aid for students when making their own utterances is a system scaffolding, that is logical means of cohesion and grammar and vocabulary support. All that helps prevent possible mistakes and ensures language and communicative skills development.

The article is devoted to the analysis of the use of authentic texts in the process of teaching reading in foreign language studies for the development of critical thinking. Theoretical foundations are considered, including the definitions and classification of authentic texts, their role in language education, and their connection with the formation of critical thinking. The main principles of organizing the educational process, stages of working with texts, and examples of tasks aimed at developing critical thinking are described. The advantages and limitations of using authentic materials are highlighted, as well as their significance in shaping students’ linguistic and cognitive skills.

The article addresses the assessment of students’ reading literacy in English lessons. It examines the specifics of diagnosis in foreign language teaching and analyzes the advantages and limitations of using English and Russian for assessment purposes. Special attention is paid to a combined approach, in which authentic texts and tasks are presented in English, while questions for analysis and reflection are in Russian. Modern multi-level assessment methods based on the PISA framework are described, including retrieval, interpretation, and reflection, as well as the use of both test-based and qualitative assessment tools. An example of practical application at the B1 level is provided.