IMPROVING STUDENTS' WORK WITH MEDIA TEXTS BASED ON THE LINGUACULTURAL APPROACH

Abstract

This article examines the potential of the linguacultural approach as a
pedagogical framework for improving students’ work with media texts in higher
education. The study is situated within the intersection of applied linguistics,
intercultural communication, and media studies, highlighting the urgency of
developing critical media literacy in the digital age. Media texts are considered not
only linguistic constructions but also cultural artifacts that embody symbolic codes,
ideological orientations, and collective value systems. Accordingly, their
interpretation requires a complex skill set that goes beyond lexical or grammatical
comprehension.