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This article is devoted to the research of the formation of sociocultural competence in the process of teaching a foreign language at the senior stage with the help of the blog technology. The relevance of this article is because sociocultural competence is one of the structural components of communicative competence, which is key in the context of global intercultural communication. The aim of the research is to provide the theoretical basis and practical verification of the effectiveness of using blog technology in the formation of the sociocultural competence of senior students in a foreign language class. In the research, the authors analysed the characteristics of the blog and the benefits of its use, revealed that using the blog technology can develop almost all types of speech activities: writing, reading and listening, as well as improve the sociocultural competence of students. Obviously, the blog technology has many advantages compared to other technologies, as it includes all types of information. Consequently, the blog provides an opportunity to implement various tasks. The article describes the experimental work, namely, its purpose, tasks, stages, conditions, content, methods of teaching the formation of the sociocultural competence of senior students.

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The article presents the results of a comparative analysis of the complexity of texts on the material of the linguistic subcorpus of English textbooks “English”, “Starlight” and “Rainbow English” for the 11th grade. The total volume of the sub-corpus of texts acting as empirical material for the research amounted to 36 texts (3955 word uses). One of the characteristics of the complexity of the text is its readability. It depends on the degree of complexity of words and the structures used in the sentences, as well as on such quantitative parameters of the text as the average length of the sentence (in word usage) and the average length of the syllable in the word. The readability of the text is calculated with the help of the formulas of Flesh Reading Ease, Flesh-Kincaid Grade, and the Gunning Fog index known in linguistics. The results of the complexity assessment were obtained using the TextInspector automated text complexity analyzer program. It was revealed that the complexity of the texts in the textbooks under discussion corresponds to the age characteristics and intellectual level of high school students. At the same time, the complexity indicators of the texts in the textbook “Starlight” are higher than the indicators of the textbooks “Rainbow English” and “English”, which is explainable, since the textbook “Starlight” is intended for schools with in-depth study of the English language. The automatic analysis of the complexity of educational texts using information technologies based on methods of their