VERBAL AND COGNITIVE ASPECTS IN THE PROCESSES OF UNDERSTANDING THE DIALOGIC TEXT BY FOREIGN STUDENTS
The article debates the problems connected with the verbal and cognitive processes relevant for perception of dialogic texts by foreign students. The process of dealing with a dialogical text by foreign students is associated with the peculiarities of perception, semantization and understanding of the information provided, as well as the development of skills aimed at direct construction of monologues, and indirect, based on the principles of reasoning by analogy.