DEVELOPMENT OF READING LITERACY OF STUDENTS OF NON-LINGUISTIC SPECIALISATIONS BASED ON PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TEXTS

• Olga Misechko

  Ivan Franko Lviv National University

  https://orcid.org/0000-0002-6425-1322

The article raises the problem of the development of reading literacy when studying a foreign language at non-linguistic faculties of higher education in Ukraine. According to the results of the PISA 2022 international assessment of students, it is in the field of reading that Ukrainian schoolchildren lag significantly behind the other tested countries. The purpose of the article is to outline the essence of the modern understanding of reading literacy according to international standards and to consider the possibilities of its development in the process of professionally oriented study of a foreign language at non-linguistic faculties of a higher school, since the tested schoolchildren will soon apply to the latter for further education. The authors interpret the concept of “reading literacy” more broadly than just the reception and comprehension of the written text. They consider this concept from the perspective of reasonable reflective thinking and focus on processing the structural and semantic aspect of information, subjectified through the personal experience, knowledge and opinions of the reader. When teaching university students reading for academic and professional purposes it is important to employ checking the consistency of hypothesis with given facts and assumptions, formulating hypothesis based upon an analysis of factors involved, recognising explicit and implicit arrangement of a structure, connecting elements and parts so as to form a  whole that did not previously clearly exist, making discoveries and generalisations, comparing and judging the value of things and ideas for given purposes. On the basis of international standardised levels of reading proficiency in PISA 2022, a table has been compiled, which systematises the nature of text materials, cognitive actions with these materials, and the general context of text processing at each of the 6 levels. The authors offer to employ such additional methodological instruments as the principle of text diversity in teaching foreign language reading, the principle of using reading strategies, and the principle of critical thinking when processing text materials.

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