The methodological strategy for the continuous text analysis in the teaching of philological sciences

Abstract

The article considers the need for the elaboration of the modern strategy for text interpretation by prospective philologists. This issue caused by the new tendencies in higher professional education aimed at developing new theoretical approaches to updating the content and methods of pedagogical activity. In the focus area of modern educational process are methods of enriching the students’ culturological background, since the scope of tasks the institutions of higher education for the humanities set today incorporates the training of qualified graduates having profound theoretical learning in philosophy, cultural studies, and art. The very hermeneutical approach contributes to effective training of prospective philologists to decode the author’s message having its deep-lying roots in the textual space. The continuous text analysis is developed for the students of different educational and academic background but able to interpret the text under study. Such an approach to the study of the textual content and composition may presuppose the students’ reference to lexicographic resources of culture, history, symbols, philosophy, etc. We consider this methodological tool to be the most effective and promising in training the prospective philologists able to perceive and interpret continuously any text in class or independently.