Methodical typology of emotionally valuable foreign-language texts
Currently, very few people deny that modern foreign language education along with cognitive development must focus on familiarizing students to important social values, development of their emotional-volitional sphere, the production of affective stereotyping which is the basis of human behaviour. The solution to this problem requires changes and additions to the content of foreign language education which should be aimed at forming a student' s integrated personality in the totality of their intellectual, volitional and emotional-valuable spheres. The required content of foreign language education should be free from manifestations of negative rationalistic and technocratic tendencies in favour of personal-activity and emotionally valuable bases. However, still unilateralism is viewed in the design and implementation of the content of foreign language education. This is evident in the fact that among its components the experience of emotionally valuable relations is not fixed. The purpose of this article is to present a typology of emotionally valuable foreign-language texts as means to meet broad cognitive, aesthetic, moral and professional needs of students. Such texts must possess the qualities of text emotivism and axiological (valuable) orientation. Working with them "establishes" a connection between intelligent components of the content of foreign language education and its emotionally valuable component (EVC). The latter is based on social experience, associated with emotionally valuable sphere of a personality and considered to be a system of valuable, emotional subcomponents, a volitional one and their constituents, as well as personal universal educational action (UEA). Mastering the experience of emotionally valuable attitude to the world is expressed not in subject knowledge and skills, but in the form of personal philosophical dispositions, value orientations, gained life experience which has become an integral essence of one' self-concept. So, the object of our research in this article is a foreign-language text. Research objectives are: to consider a text as a unit of the implementation of the EVC of foreign-language education content; identify principles and criteria for the selection and organization of foreign-language texts of emotionally valuable content; give the definition and characteristics of a foreign-language text of emotionally valuable content; present a typology of foreign-language texts of emotionally valuable content; discuss techniques for working with foreign-language texts of emotionally valuable content. To create a methodical typology of foreign-language texts of emotionally valuable content a typological approach was used which assumes the partition of systems of objects and their grouping with the help of a generalized type, and a comparative study of the features, function, levels of the organization of the allocated types. During the study, methods of theoretical analysis: systemic-structural, organizational, functional, comparative, typological, modelling, designing were resorted to. A text is characterized as a unit of language and speech that expresses a complete statement. The study of emotional and valuable significance of the content of speech material is not possible without considering such a category as text emoti-vism. It is one of the basic properties of a text that corresponds to emotiogenic knowledge, materialized in it, and is actualized with the help of emotively charged textual components, embodying the author's emotional intentions, and the likely emotions of the addressee, associated with the perception and interpretation of textual reality. An emotive text allows you to tie together the information from a text, and emotions, caused as a result of processing of this information by the addressee and the addresser. We regard a foreign-language text of emotionally valuable content as an utterance of various degrees of authenticity which meets the general didactic princi