INTERVENTION PROGRAM FOR FL TEXT COMPREHENSION

Abstract

Purpose. The article is devoted to the study of an innovative method that can be used by teachers to develop reading skills in foreign language lessons, in particular, with the help of an intervention program for reading comprehension in English, which can be effectively used in the process of teaching/ learning a foreign language, as well as generalization of research results taking into account the approbation of the proposed method.

Methodology. The research is based on the theoretical study and synthesis of scientific and methodological literature, as well as Internet resources related to the research topic; general scientific methods – analysis and generalization are used.

Results. The results of the study showed that the intervention program for foreign language (FL) text comprehension can be used in reading classes at different stages of work on a foreign language text, which contributes to the activation of students’ learning activities, increasing their language competence and motivation. As a result of the analysis of the scientific material and its approbation, it was suggested that the integration of the intervention program into the process of teaching a foreign language, in particular the English language, will allow teachers to improve their teaching methods, and students to develop their processes of understanding and perception of the text more actively, increase their motivation to read in a foreign language. This will create a positive social atmosphere in the classroom, which will contribute to the subsequent achievement of the required educational results.

Practical implications. The results of the study showed that it is possible to optimize the methodology of teaching a foreign language by stimulating cognitive and metacognitive processes and supporting affective and social determinants when working with foreign language texts, which contributes to a deeper understanding of what is read.