The significance of the approach to linguocultural interference and cultural interaction for the methodology of teaching reading authentic literature in a foreign language to students of specialized secondary schools

The aim of the study is to understand the phenomenon of linguocultural interference and cultural interaction in the context of teaching students of specialized secondary schools to read authentic fiction in a foreign language. The article analyzes the causes of interference in the perception of culturally specific elements of the text and justifies the significance of using personal-activity and linguoculturological approaches as a means of overcoming interference difficulties. The scientific novelty of the research lies in clarifying the essence of linguocultural interference as a complex phenomenon manifested when reading authentic literary texts in a foreign language. The necessity of a written linguoculturological commentary as an effective methodological tool for students of specialized secondary schools in understanding culturally specific elements in texts has been scientifically substantiated. As a result of the study, it was established that the interpretation of literary texts without taking into account the cultural context leads to a distortion of meanings. We believe that a linguoculturological commentary can be seen as a potentially effective means of overcoming linguocultural interference and developing students' interpretative skills. Its creation will contribute to a deeper understanding of the literary text as a cultural phenomenon, as a result of which it can play an important role in the formation of elementary linguoculturological competence. Thus, the present study is aimed at theoretically understanding the issue of using a linguoculturological commentary to overcome linguocultural interference in teaching reading to students of specialized secondary schools.