The purpose of the research is to identify the influence of an educational text on the organisation of information activities of schoolchildren. Methods: content analysis, structural and semantic analysis of educational texts and the results of their interpretation. Research results: identification of features of the educational text as an information structure (the integrity of multi-layer content, reproducibility, presence of system connections with the thematic information field), description of the information activity of a complex of educational texts united by the function of updating the value attitude to knowledge, which can be represented in three main types: impersonal, authorised and personal. Each of these types is correlated with the level of perception of information by the student-reader, which can be a. detached and impersonal, b. in conscious collaboration with the author, c. to their own cognitive experience. As a result of the research, the basic information-significant structural components of educational texts are also identified: the title and the beginning correlated with the key meaning of the text, the means of axiological field and dialogisation.

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The article addresses the problem of frequent violations of pronunciation norms at the present stage of the language system development. Reasons for accentological errors and approaches to correcting them are considered. The methods of participant observation and text analysis were used to identify cases of errors and possible causes of violations of codified rules. Participant observation allowed the authors to identify some repeated mistakes made by schoolchildren in reproducing codified accentological norms. The analysis of modern Russian language textbooks from the standpoint of the requirements for preparing for the final assessment (USE) showed that the textbooks for different educational levels fail to cover cases, where students tend to make accentuation mistakes. In addition, the pronouncing dictionaries of the analysed textbooks often contain language units that have been fully mastered by the language and the society thus not implying any pronunciation variants. The identification of problem areas in teaching accentological norms, as well as the development of methodological techniques for organizing work on their adoption, can contribute to a more effective formation of the pronunciation culture of students.

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