The role and place of fiction in teaching foreign languages at non-linguistic faculties
Irina Meshkova1, Olga Sheremetieva2, Larissa Spynu3
1Assoc Prof., PhD RUDN University, RUSSIA, email@example.com
2Senior Lecturer RUDN University, RUSSIA, firstname.lastname@example.org
3Assoc Prof., PhD RUDN University, RUSSIA, email@example.com
Knowledge of foreign languages is an integral feature of the modern global world. One of the sources of information is still reading, in particular, reading fiction. The program of studying foreign languages at non-linguistic faculties provides, first of all, for reading special texts. When teaching a common foreign language at non-linguistic faculties in 1-4 semesters, teaching aids and manuals include small fragments from the works of writers, and in 5-8 semesters, students study mainly special texts.
However, for the better knowledge of a foreign language and the development of a common culture, the socio-cultural component is important, which is largely ensured by reading the fiction of the country of the language being studied. When reading stories, novels of the famous writers of the country of the language being studied, students deepen their knowledge of the language, form an artistic taste, they learn to analyze and generalize what is being read, to argue their point of view. That is why home reading remains an important component in acquiring linguistic and cultural knowledge. Home reading texts can come in many styles. Each style is characterized by its own characteristics. For home reading classes and the subsequent development of speech practice, it is advisable to choose texts with an entertaining plot, emotional, imaginative and related by themes to the life experience and interests of students.
Most modern students do not feel the need for regular reading of fiction, since over the years of study in high school they have developed an artistic taste. Modern students read mostly not fiction, but short informational texts, blogs, etc., since most students spend a lot of time on social networks, read little books (paper / electronic) due to lack of time. Due to the established habit of exchanging short messages on the Internet, young people are increasingly choosing small format texts for reading and communication.
Many teachers consider reading literary texts as an element of the aesthetic development of students. Recently, teachers from different countries of the world have noted that students are not able to convey their feelings and emotions in relation to the read texts. They cannot analyze what was read at the proper level due to the lack of analytical reading skills. A general decline in interest of reading and insufficiently developed verbal communication skills is also noted. The question arises before teachers: in what form and in what volumes students should read fiction at non-linguistic faculties, including classic literature, since it is the language of works of art that makes it possible to know the picture of the world, introducing it to the values of other peoples and promoting intercultural integration.
Reading authentic literary texts by well-known classical writers of the 19th-21st centuries acquires special significance when teaching foreign languages as a means of communication and studying the cultural heritage of the country of the studied language using interactive and sociocultural approaches. The authors of the article offer their experience in teaching how to read fiction (in French) at non-linguistic faculties, the purpose of which is to develop the habit of students to constantly read and discuss the works of famous writers.
Keywords: reading fiction, non-linguistic faculties, foreign languages, home reading, modern multimedia technologies, analytical reading skills, cultural heritage.
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