Keyword: «learners»

This study is devoted to the study of the influence of alternative communication tools on social development and the level of speech development in students with autism spectrum disorders (ASD). The research is aimed at determining the effectiveness of using alternative communication as a communication support tool that promotes the expansion of social interactions and stimulates the development of verbal speech. The article presents the results of an empirical study conducted with the participation of students with ASD using various forms of alternative communication. Data analysis shows the positive impact of alternative communication on social adaptation and communication skills, as well as identifies factors influencing the effectiveness of their use. The results obtained emphasize the importance of integrating alternative communication into the educational process of students with ASD to ensure their full-fledged social and speech development.

The article discusses the concept of foreign language communicative competence, which encompasses knowledge of foreign languages and the ability to apply them effectively in diverse communicative contexts, as well as the skills necessary to initiate and sustain communication. Furthermore, foreign language communicative competence involves interaction in a given foreign language, incorporating culturally specific norms of etiquette and communication. The paper examines the core components of this competence: linguistic (speech) competence, compensatory competence, and educational-cognitive (learning) competence.

Reading, along with listening, is an individual's most important perceptual skill, regardless of the language of the text. Working with text is relevant at any level of language proficiency, regardless of academic goals (passing a language exam, preparing for an academic discipline, getting to know a new topic, etc.). The purpose of this work is to systematize approaches to working with texts and identify common principles and techniques of working with texts for students of high-level language specialties. The paper provides an overview of the main domestic and foreign scientific and methodological research from 1981 to 2025 on the research topic (n = 33). Based on the literature review as well as on their pedagogical experience, the authors present a list of methods for working with the text allowing to deepen the understanding of the text, forecast, as well as to work out lexical and grammatical chunks. These techniques are divided into three classic groups of tasks: before-during-after reading: self-selection of chunks, subjective reading (within the framework of an individualized approach), text compilation by keywords, text forecasting, annotated reading, reading using parallel texts, changing the format of texts, compatibility tasks, offline preparation, etc. The techniques are interdisciplinary in nature and can be adapted for different levels and language purposes (first of all, preparation for passing a level exam, a state exam, and solving translation problems). The theoretical significance of the work lies in the description and organization of the latest domestic and foreign approaches to understanding and comprehending the process of reading in a foreign language – thus modern scientific priorities and directions of studying work with a text in a foreign language are manifested. The practical significance lies in the presentation of techniques for working with text for advanced levels: the techniques vary depending on the goals, but they can also be used in a cross-section. The conclusions summarize the main aspects of the work and outline the research perspective.