This article examines the significance of texts in the process of teaching foreign languages to students of non-philological specializations. It emphasizes that texts serve not only as linguistic material but also as an effective pedagogical tool that helps develop students’ professional and communicative competence. The study explores how authentic and professionally-oriented texts contribute to students’ mastery of specialized terminology, grammatical structures, and reading strategies necessary for understanding field-specific content. The paper also discusses the psychological and cognitive aspects of text perception, highlighting the importance of motivation, background knowledge, and interest in effective foreign language learning. Special attention is given to selecting texts that meet students’ academic needs, age, and specialization to foster meaningful and goal-oriented language acquisition.

foreign language teaching, non-philological students, authentic texts, text-based instruction, professional competence, terminology acquisition, reading strategies, motivation, ESP (English for Specific Purposes), cognitive approach

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