The study focuses on second foreign language learning at nonlinguistic departments of
arts and humanities universities. The author tries to substantiate the didactic productivity
of the stages of teaching reading to students of nonlinguistic departments of arts and
humanities universities at the initial stage of second foreign language learning (an
introductory course). The author analyses the possibility to increase the productivity
of second foreign language learning, increasing the importance of reading, which can
motivate students and adapt to e-learning. Reading skills are also easier to transfer
from the mother tongue and first foreign language. The author specifies the concept
of “informative reading in a second foreign language” and analyses the possibility of
outrunning formation of the cognitive and compensatory reading competence under
conditions of a highly imperfect command of a foreign language.
Keywords: nonlinguistic departments of arts and humanities universities, informative
reading, language and speech skills, communicative reading skills, stages of learning,
native language, first foreign language, second foreign language.
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