Importance. Nowadays most interactions with texts take place on the Internet. Because of this, it is required to implement the properties of hypertextuality for education materials creation in order to develop relevant reading skills. The purpose of the study is to integrate hypertextuality into the process of forming reading competence. Materials and methods. A comparative analysis of the reading organization theories was used to identify a universal list of strategies. The synthesis of empirical data obtained as a result of studying the functional properties of hypertexts contributed to determining the specifics of this educational material in the context of foreign language teaching methods. Results and Discussion. The composition of the foreign language reading competence was determined and studied. It consists of three components: motivational, cognitive and practical. The components define the requirements for the properties of the text, among which is a structural diversity used to provoke the implementation of various reading strategies required to perform communicative tasks. S.K. Folomkina’s classification was used as a universal typology of reading types. It was found that interaction with hypertext is more of a research strategy which combines skimming with the other three types of reading. Conclusion. The proposed model of interaction with hypertext, divided into four stages, makes it possible to effectively implement all components of a foreign language reading competence: motivational due to the interactivity of hypertext, predisposing to the autonomy of research; cognitive due to the authenticity and potential infinity of educational materials presented by hypertext; practical due to the creation of conditions for the integrated use of all types of reading.

In modern language education teachers are required to create conditions for professional cognitive-communication activities. It becomes possible, when the process and content are problematized. In order to achieve it, linguo-pedagogical models of problem-based learning should be implemented. These models emphasize variable attributes such as the degree of autonomy, the type of speech activity, the type of thinking and the type of task. The use of Internet resources was proposed as a tool for problematization and regulation of these attributes. The resources were divided into three groups: authentic materials, linguodidactic tools and Internet platforms. Subsequently, it has been identified that Internet platforms possess arranging and controlling tools. Via arranging tools the teacher can organize and problematize the content of learning, and via controlling tools the teacher can regulate autonomy and problematize the process. The methodological properties and functions of these tools were analyzed on the example of Google. After that the direct correlation between the tools used in different stages of problem solving and different models of problem solving was identified. The use of Internet resources allows emphasizing type of speech activity, defining the way the participants communicate with each other, and determining the strategies of problem solving. The results of the analysis of Google showed the high applicability of such resources in teaching foreign languages due to the possibilities of structuring the educational content, regulating speech activity and monitoring the process. Thus, the use of Internet resources gives an opportunity to add new tools that can help develop universal and general professional skills.

Рассматривается природа личной автономии с позиции философии Л. Витгенштейна. Осуществлена попытка расширить область применения философских идей Витгенштейна через осмысление экзистенциальной, этической и образовательной проблематики. Доказывается, что «публичный» критерий позднего Витгенштейна совместим с идеалом аутентичности и позволяет раскрыть условия, необходимые для достижения личностью подлинного бытия. Делается вывод о том, что витгенштейновский социально ориентированный подход к трактовке самости, направленный против проявлений крайнего индивидуализма, может помочь разработать модель образования, отвечающую потребностям современного общества. Ключевые слова: Витгенштейн; субъективность; личная автономия; нормативность; форма жизни; горизонт значимости; аутентичность; ценность; философия образования.

The aim of the article is to comprehend Wittgenstein's thesis on the unsurveyability of grammar and cognitive capabilities of the method of surveyable representation (ubersichtliche Darstellung) about word use. The cognitive position of the late Wittgenstein regarding the understanding of the essence of language and the pragmatic orientation of his philosophy is clarified. The article includes three main sections. The first section gives an interpretation of Wittgenstein's point of view on grammar as an unsurveyable totality; his arguments in defense of this point of view are reconstructed. It is emphasized that the word “grammar”, according to Wittgenstein, means the established models of people's linguistic behavior rather than a system of abstract grammatical rules. The specificity and functionality of the surveyable representation aimed at understanding the language is analyzed, the strengths and weaknesses of this method are identified. Wittgenstein's arguments of refuting the opinion about the possibility of forming a comprehensive, clear view of our grammar are discussed. Wittgenstein's assertion that “our grammar lacks surveyability” is characterized as an evidence of his rejection of the “picture” conception of language. The second section considers the ontological condition for the existence of grammar as an unsurveyable totality of linguistic elements. From the standpoint of Wittgenstein's philosophy, grammar is characterized by a considerable complexity as an open, unstable system. The features of grammar that prevent the construction of a clear idea of it - complexity, variability, opacity of words used - are revealed. The third section clarifies the actual practice of mastering grammar by human beings. The assumption of the possibility of replacing the unsurveyable ordinary language with an artificial language accessible to surveyability is refuted. It is argued that our ability to use words, to master grammar is achieved not by construction of surveyable representations of the meaning of words and grammatical rules, but through imitation and formed habits, through training and acquired practical skills. It is concluded that people come to understand unsurveyable grammar primarily on the basis of their practical experience, and not through the formation of a surveyable representation about word use. The method of surveyable representation, leading to an understanding of grammatical structures, can serve as a means for standardizing and ordering linguistic practices, for eliminating conceptual confusion, for understanding various forms of social activity, but it does not provide a synoptic vision of grammar, which is an essentially complex system.

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