Psychological and methodological aspects of intensifying the educational process of reading in a second foreign language at non-linguistic departments of a liberal arts university

The study describes psychological and methodological resources that can intensify the educative process of teaching a second foreign language at non-lingual departments of a liberal arts university. From the point of view of intensive training, an attempt is made to substantiate the psychological and methodological relevance of the cognitive compensatory approach, which uses reading as the dominant type of speech activity at the initial stage of teaching the second foreign language and systematically uses the psychological, methodological and linguistic reserves of students. The possibility of increasing the effectiveness of teaching informative reading in a second foreign language through the adequate implementation of psycholinguistic data, perceptual psychology, memory psychology, attention psychology and memorization psychology is analyzed. As an evidence base for the conclusions the author uses the opinions of leading experts in the field of intensive language teaching as well as the results of his own experiential teaching, the experimental platform for which were the linguistic groups of the Russian Christian Humanitarian Academy and the non-linguistic departments of A.I. Hertzen Russian State Pedagogical University.