Communicative orientation of the text in the linguistic and literary training of future specialists in the specialty “Primary Education”

In the article, based on the analysis of pedagogical and methodical literature on the problem of text use, clarification of the essential characteristics of a communicatively oriented text, definition of the content and features of the use of texts in native language lessons in a secondary school, it is proved that the text (text-centric) approach makes it possible to realize the goal of learning in a complex: to form language, linguistic, communicative competence, to develop universal ways of thinking, to deepen knowledge about language as a multifunctional symbolic system and social phenomenon, etc. It is noted that the text is a communicatively oriented, conceptually determined product of the implementation of the language system within the framework of a certain sphere of communication, which has an informative, meaningful and pragmatic essence. It is proved that the communicative approach to the text, which became widespread at the end of the last century, made it necessary to review the text features from the perspective of the actualization of certain text components with a view to pragmatic guidelines, and the application of developments in cognitive linguistics made it possible to identify mental models, scenarios or frames in the text. Analyzing the issue of the text in the study, the following essential features were identified, the consideration of which is necessary in the process of forming students' skills in perceiving and producing texts: it is a product, the result of intellectual and speech activity; a completed oral or written work that has a certain structure, compositional form and is characterized by stylistic unity; all relatively independent parts of the text, elements of content and language means are interdependent, interdependent and subordinate to the disclosure of the idea. It is emphasized that when selecting texts based on communicative criteria, teachers need to take into account the high level of their informative saturation, relevance, accessibility, which ensures the possibility of adequate perception of the content of the work synchronously with its reading, educational potential, filling with didactically significant language units in accordance with the topic of the lesson, taking into account the psychological characteristics of the recipients of the speech, the perfection of the selection of language units in creating a text of the appropriate style and genre of speech, the ability of the text to be the object of students' search activity, the ability of the text to encourage students to verbal self-improvement, linguistic creativity.