Using of cognitive and communicative approaches when working with authentic texts
Yu. V. Kornilov1, E. N. Ignatenko2, V. V. Erokhin3, L. N. Kretova1
1Siberian State University of Railway Engineering, Novosibirsk, Russia
2Novosibirsk State Pedagogical University, Novosibirsk, Russia
3Novosibirsk State University of Economics and Management, Novosibirsk, Russia
Keywords: cognitive approach, communicative approach, authentic literature, interdisciplinary connections, higher education
Abstract
Introduction. The relevance of the issue of methodological work with authentic foreign language texts (taken from original sources not for studying purposes) within the framework of regional studies, origin and their interdisciplinary connections in foreign language classes are due to the specifics of the needs of society and the students to navigate various information flows successfully. However, with all the variety of foreign-language information sources, the lexical stock and the ability to perceive information in working with authentic texts are quite limited for students, and the use of interdisciplinary connections for educational purposes is a multi-complex process. Methodology. The study provides a review of domestic and foreign publications on the problems of applying cognitive and communicative approaches to the process of teaching a foreign language as a process of working with authentic English-language texts. Discussion. Awareness of the importance of using foreign authentic texts in foreign language classes is one of the incentives for updating and improving the cognitive model and increasing the general educational and cultural potential of students. The application of interdepartmental cooperation is aimed at combining all knowledge in one subject, which will motivate students to acquire new knowledge, introduce an element of novelty and represent a cognitive interest. To achieve this goal, the coordination of cognitive and communicative approaches when working with foreign language information, in this case with authentic texts that meet the information needs of students, is best suited. Conclusion. The increasing importance and necessity of the effectiveness of the educational process, including when teaching a foreign language, determines the importance of reading authentic literary sources in a foreign language, both general and professional orientation.
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