Using conceptual maps when working with foreign language texts in foreign language classes at a non-linguistic faculty

The research aims to substantiate the possibility of using the pedagogical technology of creating conceptual maps at all stages of working with foreign language texts in teaching foreign languages to non-linguistic students. The paper considers the importance of visualization in the educational process, types of thinking in the context of creating conceptual maps, as well as the features of semantic processing of information when reading and the skills that accompany it. The scientific novelty of the research lies in determining the didactic properties and functions of conceptual maps, as well as in clarifying and expanding the list of types of tasks used within the framework of implementing skimming and scanning reading techniques. As a result of the research, possible cases of applying conceptual maps at the pre-text, text, and post-text stages of working with foreign language texts were considered. In general, the identified didactic potential of conceptual maps when working with foreign language texts in foreign language classes at a non-linguistic faculty can contribute to the mastery of new and repetition of previously learned lexical units, the development of logical and creative thinking, and the increase in reading awareness.