The role of different types of knowledge in the text comprehension when reading (experience of experimental interpretative observation)

The article discusses the problem of studying knowledge, as well as the role of different types of knowledge in the text comprehension. In terms of theory, the purpose of this paper is to review the scientific literature on the problem of knowledge, their classification. On the practical side, the purpose of the article is to analyze the role of different types of knowledge in the process of the comprehension of a particular text when reading by a study population, as well as to identify some strategies and principles that students could be guided by when faced with the problem of adequate perception and comprehension of foreign-language texts.
The paper applied the method of experimental interpretative observation using a private psycholinguistic empirical questionnaire method, involving interviewing and conversation with subjects under study, during which actual data were obtained. On the basis of these empirical data, the main theoretical and practical conclusions were built
The article analyzed a certain amount of scientific literature on the problem of knowledge and its classification.
It was found out that the problem of knowledge had been dealt with for a long time and there are quite a lot of controversial and unresolved issues in this area: problems of storing, using and acquiring knowledge. It was also found in the work that there are quite a large number of classifications of knowledge, the bases for these classifications, which often overlap.
Based on the results of the practical study, some conclusions were drawn. Those conclusions imply that in the process of semantic perception and comprehension of the text when reading, which is an active process, the study population activate and apply numerous knowledge. In the process of reading the text, they also resort to certain strategies and principles of working with it. This allowed us to develop certain recommendations that students could apply when comprehending foreign-language text information. This problem is highly relevant due to the fact that the problem of adequate perception and comprehension of the text is important as one of the problems that determine the effectiveness of both teaching and learning a foreign language in an educational institution. In addition, knowledge of strategies and principles of understanding textual information could facilitate communication in a foreign language in real speech situations.

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