Foreign language reading competence development via hypertexts

Importance. Nowadays most interactions with texts take place on the Internet. Because of this, it is required to implement the properties of hypertextuality for education materials creation in order to develop relevant reading skills. The purpose of the study is to integrate hypertextuality into the process of forming reading competence.

Materials and methods. A comparative analysis of the reading organization theories was used to identify a universal list of strategies. The synthesis of empirical data obtained as a result of studying the functional properties of hypertexts contributed to determining the specifics of this educational material in the context of foreign language teaching methods.

Results and Discussion. The composition of the foreign language reading competence was determined and studied. It consists of three components: motivational, cognitive and practical. The components define the requirements for the properties of the text, among which is a structural diversity used to provoke the implementation of various reading strategies required to perform communicative tasks. S.K. Folomkina’s classification was used as a universal typology of reading types. It was found that interaction with hypertext is more of a research strategy which combines skimming with the other three types of reading.

Conclusion. The proposed model of interaction with hypertext, divided into four stages, makes it possible to effectively implement all components of a foreign language reading competence: motivational due to the interactivity of hypertext, predisposing to the autonomy of research; cognitive due to the authenticity and potential infinity of educational materials presented by hypertext; practical due to the creation of conditions for the integrated use of all types of reading.

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