DEVELOPING THE STRATEGIES OF INTERACTIVE READING: FRENCH AS A FOREIGN LANGUAGE
Reading comprehension is a supradisciplinary competence, and it is diﬃ cult to imagine a modern person not mastering it. However, paradoxically, in the educational process assessing this key competence is given much more attention and time than developing it. Reading is traditionally viewed in the educational literature as a receptive language activity. Nonetheless, cognitive scientists and neurophysiologists say this receptive activity is also interactive, deﬁ ning comprehension as an interplay between the reader's cognitive frame and the studied textual object. As long as reading is understood as an interactive activity, the aim of teaching is to analyze and activate the cognitive mechanisms which are involved in information decoding and enable the learner to work eﬀ ectively while understanding and interpreting a written text.The present article examines understanding a written text as a complex processing carried out by the reader. The following elements need to be developed: the image/svg+xml106 procedure of activating background knowledge necessary to form a mental representation of the expected result, an eﬀ ective visual and semantic text processing, synchronization between diﬀ erent level mechanisms of extracting the meaning from the text, training of working and longterm memory. The article illustrates all the abovementioned points with concrete teaching materials, which a teacher can test in a French as a foreign language lesson.