In the informational society while teaching foreign languages the development of students' skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students' cognitive self-study development, aimed at "revealing" knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students' self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading -from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading -contributed to the ultimate development and improvement of students' constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students' self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students' self-study while teaching foreign languages.

One of the brightest manifestations of the globalization era within the framework of increasing intercultural contacts is the active processes of interpenetration of languages with the domination of Anglo-Americanisms in many languages of the world. It is the English language that occupies a special position today and fulfills the role of the universally recognized language of international communication, both in everyday and in professional life. The relevance of the research topic is substantiated by the significant growth of Anglo-American linguistic borrowings in the French language, namely in media discourse followed by the "import" of American culture, the Americanization of the way of life despite the linguistic policy of France aimed at combating the penetration and dominance of borrowings from the English language. In this paper, within the framework of an integrated approach, English-language lexical borrowings and the specifics of their use in articles of a political orientation are considered. In the course of the study, it was established that those English language borrowings are most actively used, the semantics of which reflects the specifics of the realities of political life and political culture in the modern world. As a result of the analysis of the corpus of Anglo-American borrowings (150 units), it was found that the borrowed lexicon used is laconic, is morphologically included in the host language system, but there is a tendency to preserve the graphic form of borrowing