LINGUISTIC DIDACTIC POTENTIAL OF FICTION IN THE CONTEXT OF MODERN ENGLISH TEACHING METHODS
DOI:
https://doi.org/10.31652/2786-9083-2026-7(2)-48-57Keywords:
linguodidactics, communicative approach, fiction, authentic materials, English as a second language, teaching methods, personal involvementAbstract
The article is devoted to the study of the role and place of fiction in the modern system of teaching English as a foreign language (ELT). The author analyzes the complex interaction between the dominant communicative approach (CLT) and the use of literary texts in the educational process. The relevance of the work is due to the fact that in the pursuit of functionality and a “pragmatic” language of real communication, literature is often marginalized or completely excluded from curricula due to its structural complexity and specificity. The paper examines in detail the arguments “for” and “against” the inclusion of literary works in the curriculum. The author refutes prejudices about the “inauthenticity” of literary texts, proving that literature is a valuable source of living language that enriches students’ lexical stock, develops their sociocultural competence, and promotes personal involvement. Special attention is paid to the differentiation of the concepts of “capitalized literature” (classics) and “small-letter literature” (popular genres, fables, song lyrics), which allows for flexible selection of material according to the level of language proficiency.
The methodological basis of the article is the analysis of three models of using literature according to G. Lazar: a model based on language; literature as content; and literature as a means of personal enrichment. Based on these models, the author proposes a systematic algorithm for integrating literary texts into classes, which includes four stages: analysis of students’ needs, formulation of learning goals, selection of methods, and direct implementation.
The conclusions emphasize that literature has a huge linguodidactic potential, which allows not only to study grammar and vocabulary, but also to develop critical thinking and creativity of students. The article lays the foundation for further research into the impact of literary-oriented methods on the dynamics of English language acquisition.
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