Abstract
The article aims to identify peculiarities of forming philological students’ reading experience. The notions “experience” and “reading experience” are analysed from the viewpoint of philosophy and psychology. A comparative analysis of the categories “reading experience”, “reader’s competence” and “reading culture” allows identifying their common and specific features. Specificity of philological students’ reading experience is revealed, the process of its formation is considered. Relying on a definitional analysis, the authors introduce a definition of the notion “philological student’s reading experience”.
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