REGULATORY FRAMEWORK FOR THE DEVELOPMENT OF ENGLISH-LANGUAGE MEDIATION SKILLS IN UPPER SECONDARY SCHOOL STUDENTS

Abstract

The article examines the regulatory foundations for the development of English-language mediation skills in Grade 10 students of upper secondary school within the context of the contemporary educational paradigm. The relevance of the issue is substantiated by the need to prepare learners for effective intercultural communication and social interaction in a globalized world. The provisions of the State Standard of Specialized Secondary Education and model curricula are analyzed, as they define mediation as one of the key components of foreign language communicative competence. It is demonstrated that mediation is interpreted as a complex activity that involves not only translation, but also interpretation, summarization, structuring, and adaptation of information in accordance with the communicative situation. It is determined that working with texts plays a crucial role in developing mediation skills, as it serves as a fundamental didactic resource ensuring the development of cognitive, communicative, and sociocultural abilities.

Purpose. The purpose of the study is to analyze the regulatory framework and to identify methodological features of developing mediation skills in Grade 10 students in the process of learning English.

Methodology. The research methodology is based on theoretical methods, including the analysis of the State educational standard and curricula, generalization of scientific and methodological sources, comparison of approaches to the structure of speech activity, and systematization of learning outcomes requirements. This approach made it possible to comprehensively examine the essence of mediation and determine its place in the system of foreign language education in upper secondary school.

Scientific novelty. The scientific novelty lies in clarifying the role of mediation as an integrated component of foreign language communicative competence and in substantiating the significance of text as a key means of its development. The study proves that, despite the implicit representation of mediation in program documents, its development is systematically embedded in the requirements for learning outcomes through the formation of skills of deep comprehension, interpretation, and transformation of information.

Conclusions. The study concludes that the development of mediation skills in upper secondary school students is an important direction of modern foreign language education, integrating communicative, cognitive, and sociocultural aspects of learning. Regulatory documents orient the educational process toward developing students’ ability to act as mediators between languages and cultures, primarily through working with various types of texts. At the same time, there is a need for further theoretical and methodological substantiation of ways to purposefully develop mediation skills, particularly through the design of effective text-based teaching methods in English language instruction at the upper secondary school level.