Methodological substantiation of the conditions for the use of textual discursive activity in foreign language training
The article discusses the features and conditions of foreign language learning on the basis of textual activity with the identification of the discursive nature of the text and its role in learning. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of teaching in the system offoreign language education. The author gives a methodological substantiation of the conditions for the development of textual activity and examines the use of discourse in the educational process using the example of folding - deployment of educational and scientific information, which made it possible to develop an info map of memory development, speech to reproduce the structure of the text and its effective learning.