PROBLEMS OF PERCEIVING FOREIGN-CULTURE LITERARY TEXTS BY NON-PHILOLOGICAL STUDENTS IN THE CONTEXT OF THE READERS' PARADIGM

The article actualizes the problems of perceiving foreign-language (foreign-culture) literary texts by foreign non-philology students in the context of the reader's paradigm. The authors reveal the escalation significance of the methodological grounds for using foreign-culture literary texts to develop general cultural and professional competencies in foreign students. The research objective mediates the choice of the subject and consists in analyzing the identified problems as well as in determining some aspects of their solution in the context of a simulated educational environment, identifying the psycholinguistic, psychological-didactic and psychological-pedagogical potential of using literary texts in the educational process as a conceptual-methodological vector for solving problems of foreign-culture speech interaction among foreign students of non-philological universities in the process of their professional training. The authors single out research tasks, the solution of which (from the authors' research standpoint) facilitates the achievement of the set goals: 1) to actualize the study of problems related to foreign students' perception of foreign-culture literary texts, indicating their escalation significance in modeling the educational space for foreign students to study the lexical and grammatical structures of a foreign language in order to acquire general cultural and professional competencies; 2) to analytically reveal the theoretical and methodological aspects presented in this field of scientific research; 3) to reveal the functional didactic potential of foreign-culture literary texts in the process of teaching foreign non-philological students; 4) to propose ways of solving the above problems in terms of modeling a foreign-culture educational environment. The authors analyze psychological and pedagogical models of perception of foreign-language texts and consider the specifics of understanding and interpretation of the non-cultural text content depending on the functional structure of the models. The following methods are used for the research: theoretical analysis of scientific, methodological and specialized literature as well as content analysis and modeling of a foreign-culture educational environment. The authors apply the critical thinking development technology to develop necessary linguistic, general cultural and professional competencies, taking into account the specifics of perception of foreign literature, which has become a basis for the working hypothesis for developing the abilities to perceive foreign-culture texts in foreign non-philological students.