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37рлшка, була тдтвердженням вдейно-художшх ввд-критгiв драматурга, зокрема таких, як вщтворення трагiзму життя, багатоплановiсть образiв, передача «стану» персонаж1в засобами перифрази, натяку, паузи, жесту.
Як бачимо, у драматичних творах про Жанну д'Арк европейсьш драматурги першо! половини XX ст., вдаючись до психолопзацп, надавали фшо-софського значення образовi французько! нацюна-льно! геро!ш, порушували важливi проблеми того-часного сустльства, питання призначення людини; в цен^ дiйства драматурги ставили 11 геро!чну i трагiчну боротьбу, висвiтлювали усе те, що так хви-лювало тогочасне европейське суспiльство.
У цьому сенсi цiкавими видаються подальшi дослвдження штерпретаци образу Жанни д'Арк в шших лiтературах, зокрема укра!нськш, шнця Х1Х - першо! половини ХХ столггтя.
СПИСОК Л1ТЕРАТУРИ:
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4. Когут Софiя. П. Клодель: на стику теологи i мистецтва / Софiя Когут // Вюник Львiвського унь верситету. Серiя мистецтвознавство. - Львiв : ВЦ ЛНУ iм. 1вана Франка, 2003. - Вип. 3. - С. 187-213.
5. Минакова А. М. Образы вечные и мировые: Сущность и функционирование / А. М. Ми-
накова // Вечные темы и образы в советской литературе : Межвуз. сб. науч. трудов. - Грозный : ЧИГУ, 1989. - С. 10-22.
6. Нямцу А. Поэтика традиционных сюжетов / Анатолий Нямцу. - Черновцы : Рута, 1999. - 176 с.
7. Образцова А. Г. Неистовый ирландец / А. Г. Образцова // Шоу Б. Пьесы. О драме и театре : Статьи, речи, выступления. - М. : Художественная литература, 2000. - С. 5-18.
8. Перну Р., Клэн М.-В. Жанна д'Арк ; пер. з франц. / Предисл. Н. И. Басовской. - М. : Издательская группа «Прогресс», «Прогресс-Академия», 1992. - 560 с.
9. Тайманова Т. С. Шарль Пеги / Татьяна Соломоновна Тайманова // Шарль Пеги. Наша Юность. Мистерия о милосердии Жанны д'Арк ; [пер. с франц.]. - Санкт-Петербург : «Наука», 2001. - С. 5-62.
10. Фрадкин И. М. Творческий путь Брехта-драматурга / И. М. Фрадкин // Бертольт Брехт. Театр. Пьесы. Статьи. Высказывания : в 5 т. - М. : Искусство, 1963. - Т. 1. - С. 5-68.
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AUTHENTICITY AND LANGUAGE LEARNING: HISTORICAL BACKGROUND
Zhumabekova A., Gauriyeva G.
L.N.Gumilyev Eurasian National University, Astana
Abstract
Authentic materials should be a basic component in language teaching. Authenticity in language teaching implies not only authentic materials, but also authentic tasks and learning environment. Features of authentic materials are mainly related to learners motivation, learner autonomy, communicative ability and linguistic knowledge. In the last part of this essay, the importance of exploiting authenticity in learning environment is presented. The essay comes to the conclusion that it is necessary and feasible to make full use of authenticity in language teaching.
Keywords: authenticity, authentic materials, authentic texts, approach, language learning, CLT.
The term «authentic» was used as a reaction to prefabricated textbook samples whereas authentic texts
were not pedagogical texts used to help students, improve not only their communicative, but also cultural competencies.
The purpose of the article is to establish a link between the use of authentic texts and the improvement of communicative abilities and to identify types of authentic texts that facilitate academic performance of students and understanding target culture.
An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort. Authentic materials are spoken or written language data that has been produced in the course of genuine communication, and not specifically written for the purposes of language teaching.
The use of authentic materials in language education has a long, yet, not coherent history. Mishan divides the language teaching methods preceding and eventually leading to the authenticity - centered approach into three groups: communicative approaches, materials focused approaches and humanistic approaches [1].
Mishan (explains that the core idea embraced by the communicative approaches is: "a means of communication can only be learned by using it for this purpose". In addition, Mishan argues that communicative approaches were used as early as the colonial times when a clear need emerged to communicate with people from other cultures. She continues by explaining that much of the language learning and teaching that took place at that time can be regarded as "authentic in spirit" as language learning had a clear communicative goal and occurred through direct contacts with native speakers in non-classroom settings and without any specific learning materials [2].
What is nowadays known as communicative language teaching (CLT) has its roots in the language teaching methodologies of the 1970s . What can be seen as a specific ignition to CLT was Chomsky's distinction between language competence and language performance. Chomsky used the term language competence to refer to the speaker's or hearer's knowledge of the language while language performance was used to refer to the actual use of language. This definition would contribute to the construction of the term communicative competence, which would function as the corner stone of CLT. In addition, laying emphasis on communication over form, CLT created new pedagogical reasonings for the use of authentic materials in foreign language education. Berardo argues that authenticity is a central concept in CLT as learners ought to be exposed to the same linguistic variation as native speakers.
Khaniya summarises the view by arguing that authentic materials are essential in a communicative language class since the use of artificial texts tells us very little about the students' actual abilities to communicate outside the classroom as they do not represent a reality of language use [3].
The materials-focused approaches which dominated the 20thcentury adapt several views on language acquisition. The approach has along history in foreign language teaching methodologies with proof of the use of authentic materials found as early as the 9th century in England. By medieval time the teaching method most commonly used was the "scholastic method"
which consisted of learning the alphabet and memorising sequences by heart. As there was no specific books designed for language teaching, authentic texts, such as prayer books, were often used.
As an example of the materials-focused approaches, Mishan mentions the inductive method that was introduced in the 1890s by Sweet who is regarded as one of the first who saw a pedagogical potential in the use of authentic materials in language teaching.
Sweet suggested that grammar should be taught trough texts that could be examined and analysed by learners. Mishan concludes that Sweet's ideas can be regarded as strikingly modern since some of his ideas are still known and used to this day [4].
As can be seen, the use of authentic materials and authenticity in language learning started to gain ground in language pedagogy very early in history, however, the early part of the 20th century was defined by a blossoming of a variety of teaching methods such as the oral method, the audio lingual method, the situational approach and the direct method, which applied language learning materials that concentrated on the linguistic aspects of language and were specifically structured for language learning purposes. According to Mishan, this period of time can be seen as the foundation to the still existing dependency on textbooks, the choice of teaching material for the majority of teachers.
According to Mishan, the humanistic approaches such as suggestopedia, total physical response and the Silent Way can be seen as thematically related to the authenticity - centered approach. They have emerged periodically in history, often as reactions to more mechanistic teaching methods. However, the humanistic approach that can be seen to have had the most impact on the use of authentic materials in language learning is the rather recent development in language pedagogy, that is, self-directed learning or learner autonomy discussed as one of the pedagogical reasonings for including authenticity into language learning.
As explained in the present section, authenticity has in one form or another obtained an important, yet, widely debated role in language education. The main purpose of the section was to explore the extensive roots of authenticity in education and end up on the threshold of a contemporary authenticity - centered learning approach explored in the following sections.
There is a considerable range of meanings associated with authenticity, and therefore it is little surprise if the term remains ambiguous in most teachers' minds. What is more, it is impossible to engage in a meaningful debate over the pros and cons of authenticity until we agree on what we are talking about. At least eight possible meanings emerge from the literature:
a) Authenticity relates to the language produced by native speakers for native speakers in a particular language community (Porter & Roberts 1981; Little et al.
1989).
b) Authenticity relates to the language produced by a real speaker/writer for a real audience, conveying a real message (Morrow 1977; Porter & Roberts 1981; Swaffar 1985; Nunan 1988/9; Benson & Voller 1997).
c) Authenticity relates to the qualities bestowed on a text by the receiver, in that it is not seen as something inherent in a text itself, but is imparted on it by the reader/listener (Widdowson 1978/9; Breen 1983).
d) Authenticity relates to the interaction between students and teachers (van Lier
1996).
e) Authenticity relates to the types of task chosen (Breen 1983; Bachman 1991; van Lier 1996; Benson & Voller 1997; Lewkowicz 2000; Guariento & Morley 2001).
f) Authenticity relates to the social situation of the classroom (Breen 1983; Arnold 1991; Lee 1995; Guariento & Morley 2001; Rost 2002).
g) Authenticity relates to assessment (Bachman 1991; Bachman & Palmer 1996; Lewkowicz 2000).
h) Authenticity relates to culture, and the ability to behave or think like a target language group in order to be recognized and validated by them (Kramsch 1998).
From these brief outlines we can see that the concept of authenticity can be situated in either the text itself, in the participants, in the social or cultural situation and purposes of the communicative act, or some combination of these.
Table 1
Description of communicative purposes (adapted from Mishan).
Terminology Communicative purpose of text is to
Informative transmit information
Persuasive advise, order, warn, threaten, permit, persuade (re. purchase, opinion, action, etc.)
Soliciting interact or transact (business or personal)
Instructional give instruction for implementing a process
Provocative causing external manifestation of inner emotions in the form of emotive/intellectual/kinaes-thetic reaction
Interactive interact or transact
Engaging engage personal/internal emotions (including for example humor, pleasure and displeasure) /imagination/reaction
The definition of text authenticity has slowly shifted from an understanding of authentic texts as native-speaker productions towards the highlighting of reader response. According to present understandings, the core definition of authentic texts relies in the fact that they have a communicative purpose. In other words, authentic texts are written to fulfil a particular purpose, for example, to convey information, to engage, to instruct or to persuade, not to highlight particular linguistic or grammatical features (Table 1). According to this definition, novels, poems, newspaper articles, manuals, recipes, postcards, advertisements, travel brochures, tickets, timetables, only to mention a few, can all be considered authentic materials.
Mishan presents a seven point descriptive table (a modified version presented in Table 1) of possible communicative purposes of texts. Mishan's understanding of communicative purpose is partly based on the genre, discourse and linguistic analysis by Wilkins and Biber. The main goal of the categorisation is to provide language teachers with the tools to assign communicative purpose to a specific authentic material.
Understanding the definition of text authenticity and being able to detect possible authentic materials for language education purposes is only the first stage in the process of actually incorporating them into a language classroom. As there is an endless variety of authentic materials available as language learning resources, materials selection becomes a crucial challenge for the teacher. How should a teacher select appropriate authentic materials to be used in a classroom from the infinity of materials available? According to Khaniya, the factors to be considered in materials selection are curricular goals, the learner's age and level of language proficiency as well as students' interests and needs [5].
To summarise, the core definition of text authenticity relies in that they have a genuine communicative purpose and that they are used in a similar manner as they would be used in their original context. In other words, a poem can surely be regarded as an authentic
piece of text, but if it is used in the classroom for grammatical analysis, for example, itis not authentically recognized. The poem still remains a genuine poem, however, it loses its authenticity since it is not treated as one.
REFERENCES:
1. Mishan, F. (2005). Designing authenticity into language learning materials. Bristol: Intellect Books.
2. Mishan, F. (2005). Designing authenticity into language learning materials.
3. Khaniya, T.R. (2006). Use of authentic materials in ESL classrooms. Journal of NELTA 11 (2), 1723.
4. Sweet, H. (1899). The practical study of languages. London: Oxford University Press.
5. Khaniya, T.R. (2006). Use of authentic materials in ESL classrooms.
