ACCESSIBILITY OF THE TEXT AS A DETERMINANT OF ITS UNDERSTANDING IN THE AUDIENCE OF THE NATIONAL DEPARTMENT: DIALECTICS OF LINGUISTIC AND SEMANTIC ASPECTS

Abstract

The article examines a problem of accessibility of the educational text as a key condition for its successful understanding by students of national departments for whom the language being studied is not their native language. The two-dimensional nature of accessibility is analyzed: accessibility of language (vocabulary, grammatical constructions) and accessibility of meaning (content). The importance of taking into account the text-forming function of linguistic units and the psychological features of the understanding process is emphasized. The author distinguishes functions of texts in the educational process (teaching and supervising) and suggests criteria for their selection depending on the degree of accessibility. It is concluded that the accessibility of the text, understood as the dialectical unity of its linguistic and semantic components, is a critical condition for the effectiveness of the educational process. The differentiation of text material based on this criterion makes it possible to use it appropriately for teaching and objective control, which is the key to the formation of genuine communicative competence among students of national departments. The adaptation of authentic texts for educational purposes should therefore take into account both aspects of accessibility, going beyond simple linguistic simplification.