LEARNING ACTIVITIES IN TEACHING READING FOREIGN LITERARY TEXTS IN THE CONTEXT OF THE DIALOGUE OF CULTURES

Lacunas in background knowledge, differences in the linguistic vews of the world, prejudices and stereotypes create problems when reading foreign language literary texts in the process of teaching foreign languages. The article analyzes difficulties which a foreign language reader faces and ways to overcome them. According to ethnic linguists, one of the ways of eliminating lacunas of background knowledge is including elements of foreign culture. Another way is to teach students empathy, tolerance and openness. The authors explore the phenomenon of cultural background information in foreign- language texts, and come to conclusion that the latter consists of 3 components: factual, value and figurative. According to researchers, most literary texts contain cultural background information. The authors conclude that when reading foreign language texts, you can use a number of learning methods, which help you to overcome the difficulties of perception and understanding the components of cultural background information. These include learning activities, aimed at understanding vocabulary with a cultural component, techniques, aimed at mastering cultural background information of classical texts, learning activities, aimed at identifying stereotypes and overcoming cultural otherness. The article is illustrated with numerous examples in Spanish.

background knowledge, a literary text, background cultural information, methodical reception, cultural component of the semantics, comment