A LINGUO-COGNITIVE MODEL OF ENGLISH SCIENTIFIC DISCOURSE PROCESSING AND ITS IMPLEMENTATION IN READING COMPREHENSION TRAINING

The article addresses the issue of optimising the teaching of reading English- language scientific literature in higher education. The relevance of the study is driven by the dominant role of the English language in global scientific discourse and the need to develop a well-rounded foreign language reading competence in future professionals and researchers. This competence should encompass not only the ability to extract explicit information, but also the skills for its deep cognitive processing, critical analysis and integration. The purpose of the article is to develop, theoretically justify and identify practical ways to implement a linguo-cognitive model for processing English-language scientific discourse. The methodology is based on cognitive linguistics, psycholinguistics, discourse theory, as well as modern language didactics. The article proposes an original four-component model (linguistic, cognitive, metacognitive, sociocultural-pragmatic components) that reveals the structure and mechanisms of interaction between levels of understanding scientific texts...