Аннотация
"This article is devoted to the place and practical significance of the use of adapted texts in teaching foreign languages, the theoretical analysis of arguments against the use of authentic texts in teaching reading and results of pedagogical experiment comparing the use of authentic and adapted versions of «The Count of Monte Cristo» by Alexandre Dumas. The relevance of this issue is justified with the fact that the use of authentic texts in the methodology of teaching foreign languages can be inefficient due to the complexity of the content and learner’s language competence. Therefore, quantitative and qualitative limitation of the text material can be required, that is, the need to adapt to the certain level. Based on the above ways of organizing work with authentic adapted and authentic materials, we conducted methodological experiment to compare students’ level of comprehension when reading from authentic and adapted versions. Firstly, the learners read authentic version and then adapted version of «The Count of Monte Cristo». As a result of comprehension test, it was revealed that the average number of learner’s correct answers grew from 45 % to 85 % when they started reading the adapted version of text material. This finding suggests that implementing adapted literary texts into teaching process can create a good learning environment and enhance students’ level of comprehension at the beginning stages of learning. Keywords: adaptation, adapted texts, authenticity, motivation, language competence. "