Textual structure of Ukrainian as a foreign language lesson (based on the topic “Mental health, psychological supportˮ).

The article examines the problem of textual organization of a lesson in Ukrainian as a foreign language (UFL), which is a significant issue in contemporary language teaching methodology. In the learning process, the text performs a triple function: it serves as a didactic tool for developing communicative skills, acts as a carrier of content, and simultaneously determines the internal logic and structure of the lesson. This creates the need to understand how different types of textual organization shape instructional interaction. The aim of the study is to characterize three types of lesson text structures using the topic “Mental Health. Psychological Support” as material, and to identify the factors that influence the teacherʼs choice of each type.


The study employs a set of methods: content analysis of instructional texts, comparative analysis of lesson plans, linguodidactic design, pedagogical observation, and generalization of practical teaching experience in UFL. Three types of textual lesson structures are distinguished. The panoramic (mosaic) structure involves working with several texts of various formats and provides a multidimensional understanding of the topic. The detailed structure is based on one central text and enables in-depth exploration of its content, organization, and linguistic features. The simplified structure relies on one or two short texts or video fragments and is primarily aimed at stimulating oral interaction and creating a comfortable, supportive learning atmosphere. The study identifies several factors that determine the appropriateness of each structure: studentsʼ language proficiency, the format and conditions of the course, education goals, and the needs of a particular group.


The findings demonstrate that the variability of textual lesson structures offers opportunities for effective work with authentic materials and for the integrated development of linguistic and communicative skills. Addressing the topic of mental health has shown the importance of studentsʼ personal involvement, dialogic interaction, and a psychologically safe educational environment.