Comprehensive psychological and methodological analysis of the artificial subordinate trilingualism in teaching reading in the second foreign language to students of non linguistic departments of arts and humanities universities

The present study identifies psychological and methodological problems of education determined by introduction of the second foreign language as a new subject in some non linguistic departments of arts and humanities universities. The author provides the analysis of a situation of artificial subordinate trilingualism which serves the background of implementing the strategy of education and the strategy of learning within the framework of the given discipline. There is substantiated the idea of making informative reading a dominant type of language activity which aims at maximum possible intensification of the process of teaching the second foreign language in the conditions of time limit set by the course. The concept of “informative reading” is defined in the present study. It is proved based on the evidence that reading is of greater importance at an initial stage of studying the second foreign language. The author makes an attempt to reveal the distinctive psychological peculiarities of trilingual students of non linguistic departments of arts and humanities universities beginning to study the second foreign language with the aim to optimize the activity of all the participants of an educational process.