The article examines the theoretical foundations for integrating non-continuous texts into the process of teaching Russian as a Foreign Language (RFL). Existing approaches to the definition, classification, and didactic potential of non-continuous texts are analyzed. Their role in developing students’ communicative, sociocultural, and cognitive competencies is highlighted. Particular attention is paid to the differences between continuous and non-continuous texts, as well as to the principles of selecting and adapting visual materials according to learners’ language proficiency levels. The necessity of a balanced combination of continuous and non-continuous texts in the educational process is substantiated. The article is intended for RFL teachers, master’s students, and researchers in the field of educational information visualization.
| Mualliflar | Ruziboev, Azizbek, Azizova, Nasiba Bakhritdinovna |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2026-06-28 |
| Jild | 5 |
| Son | 1 |
| Betlar | 417-423 |
| Til | Ingliz |
Russian as a Foreign Language (RFL), non-continuous text, continuous text, visual literacy, communicative competence, methodology, infographic
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