A Didactic Model for Teaching Students to Work With Media Texts Based on a Linguocultural Approach

This article proposes a didactic model for teaching students to work with media texts based on a linguocultural approach in foreign language education. The main aim of the study is to justify a conceptual model that integrates the development of intercultural communicative competence and media literacy among university students. In this context, the study emphasizes the use of authentic media texts and students’ engagement in linguistically and culturally informed communicative activities.
Methodologically, the research is grounded in linguocultural, communicative-activity, and constructivist approaches, together with the principles of critical media literacy. Discourse analysis, multimodal analysis, and pedagogical modeling are employed to structure the proposed model. As a result, a coherent didactic system consisting of goal-oriented, theoretical-methodological, content-based, process-oriented, resource-based, and assessment components is developed. Within this framework, media texts are treated as complex communicative phenomena shaped by the interaction of language, culture, and media design.
Moreover, the results demonstrate that the linguocultural approach enables a systematic organization of students’ work with media texts and creates methodological conditions for developing critical and intercultural awareness. Students are guided to identify cultural connotations, evaluative language, stereotypes, and implicit authorial positions, as well as to assess the credibility and relevance of information sources. Furthermore, the model supports the transformation of analyzed media content into multimodal outputs such as annotations, commentaries, infographics, short video responses, or podcast segments adapted to specific communicative purposes and target audiences.
Consequently, aligning assessment criteria with competence-based learning outcomes enhances students’ awareness of communicative effectiveness, intercultural sensitivity, and ethical media use.
In conclusion, the proposed didactic model expands the pedagogical potential of media texts in foreign language education and contributes to the formation of critically thinking, culturally aware, and media-literate communicators capable of effective participation in contemporary intercultural communication.