BUILDING ALGORITHMS FOR WORKING WITH TEXT BASED ON THE INTEGRATION OF INFORMATION SCIENCE SECTIONS

The article is devoted to the consideration of the selection of the content of language teaching at the university. The relevance of the topic is due to the need to find effective solutions to the development of a large volume of educational materials with limited training time; the need of modern society for specialists who are able to independently improve their professional and personal level; the importance of considering this or that phenomenon under study in the broad context of its functioning for the formation of a holistic, systemic picture of the world for students.

 Ensuring the optimal organization of students' learning activities contributes to the formation of their willingness to process information, transforming it and, accordingly, their belief system. The broad context of language teaching requires the involvement of data from various sciences that study the organization of information, ways of its interpretation and evaluation. Their complex application makes it possible to comprehensively describe and justify the communication processes. The article offers a consistent plan for the development of students' speech-thinking skills in the process of learning a language, gives examples of exercises aimed at developing various logical operations.  

The authors describe in an algorithmized form two directions of working with information (interiorization and exteriorization). In the process of translating information into knowledge through its analysis, the student builds a reference logical scheme, the addition of which with personally significant elements constitutes a countertext The process of translating the idea into the text of external speech requires knowledge of the composition, essence and sequence of application of lexical and logical operations of translating representations of internal speech into units of language. The necessity of the student's understanding of the structure and features of the speech-thinking process for the application of algorithms and control of their use at each stage is substantiated. The authors conclude that it is necessary to supplement the elements of students' competence as a result of learning.

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