INFORMATION-PURPOSE ANALYSIS OF TEXTS AND IDENTIFICATION OF PROBLEM-CENTRED INFORMATION IN CORRELATED COMMUNICATIVE TEACHING READING, WRITING, LISTENING AND SPEAKING
The paper considers the conceptual basis for the purpose-focused analysis of text information in didactic conditions, taking account of two-component thought structure as a subject of speech activity. The authors argue a necessity to distinguish between an informational aspect as an absolute amount of text information and informative aspect as a problem-centred information of current importance to a recipient. The methods of identifying the information units as theme-rheme unities or denotation phrases are described in detail and illustrated with examples. Furthermore, the paper deals with the sense-based text segmentation and fragment selection in accordance with the text information density. The authors pay special attention to identifying and formulating problem questions on the semantic content of single or multiple subject microtexts. The semantic content of problem questions and their functions in exercises are investigated. Emphasis is made on the choice of exercise types for each text fragment, which is determined by correlation of the language units, cognitive units, texts and kinds of speech activity. The groups of exercises in reading, writing and speaking are suggested. Furthemore, the paper discloses peculiarities of interrelation between language units, speech/ texts and logical thinking, exploring the process of intellectual proactivity in identifying, conceptualizing and understanding information as a purpose-task followed by its analysis, systematization, summarizing and usage in the produced text as a purpose-result achieved.