A Bank of Multi-Style Texts as the Basis of a C1 Level Lesson

   The relevance of the study is determined by the need for a methodologically sound organization of textual material for level C1 (TORFL-III), since existing textbooks are generally limited to one or two stylistic varieties of texts, which does not allow students to develop the ability to switch between different styles and compare ways of presenting the same topic in different genres.

   The research problem lies in the absence of clear methodological recommendations for structuring multi-style texts within a single lesson or thematic unit at an advanced stage of learning.

   The aim of the study was to develop and substantiate methods for structuring multi-style texts in a Russian as a foreign language lesson for level C1.

   The research methods included theoretical analysis of linguodidactic and methodological literature, comparative analysis of existing textbooks, and modeling in developing a hierarchical lesson structure. The results of the study include: identification and systematization of linguodidactic requirements for texts at level C1 (authenticity, volume of 400–1000 words, presence of implicit information and subtext, conceptual and cultural richness, compliance with the principle of problem-based learning, presence of linguocultural and intercultural components); substantiation of the need to include texts of five stylistic varieties (official-business, popular science, journalistic, interview, literary) in one thematic unit; development of a hierarchical model for structuring multi-style texts, comprising five stages arranged in order of increasing interpretive complexity; creation of a three-level task system that provides cross-cutting work with texts of different styles; compilation of a detailed list of specific texts for five thematic units (“Cultural Heritage,” “Science and Technology,” “Russian Society,” “Ecology,” “Art and Literature”) and sources of authentic texts with annotations.

   The main conclusion of the study is that hierarchical structuring of multi-style texts with a gradual increase in interpretive load contributes to the formation of students’ ability to perform intertextual analysis, which is a key competence for level C1.

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