Search

READING STRATEGY FROM THE PERSPECTIVE OF DEVELOPMENT OF SKILLS IN FOREIGN LANGUAGE READING ON THE BASIS OF INDEPENDENT EDUCATIONAL-COGNITIVE ACTIVITIES BY THE STUDENTS OF THE TECHNICAL UNIVERSITY // Tomsk State Pedagogical University Bulletin. 2017. Issue 5 (182). P. 116-121

The purpose of the article is to define the reading strategy with the help of which the development of skills in foreign language reading on the basis of independent educational-cognitive activities of the the technical University students will be most effective. Therefore, it is proposed to classify reading strategies from the point of view of development of the relevant skills. The results of the study allow us to conclude, that teaching reading on the basis of independent educational-cognitive activity using reading strategies, determines the behavior in the learning process of both a teacher and a student: increases activity of a student, enhances educational, stimulating role of a teacher. Mastering the strategies has a significant influence on the formation of students’ abilities to independently acquire knowledge from different sources of information. The practical significance lies in the fact that the results can be used in teaching reading in different languages for teaching students of non-linguistic specialties. The classification of reading strategies will help the teacher in rational planning of the process of foreign language reading, organize learning strategies in the form of progression, according to the didactic principle of availability, move «from simple to complex», which contributes to the most efficient achieving the purpose of reading and learning a foreign language.

Keywords: optimization of the process of teaching foreign-language reading in a technical higher school, reading strategy, independent learning-cognitive activity, skills in foreign language reading on the basis of independent educational-cognitive activity

THE INDEPENDENT WORK IN A FOREIGN LANGUAGE FOR TEACHING SELF-DIRECTED LEARNING // Tomsk State Pedagogical University Bulletin. 2022. Issue 5 (223). P. 18-27

Introduction. The problem of developing skills in self-directed learning in teaching a foreign language in students of non-linguistic specialties is particularly relevant under conditions of distance or hybrid education. Aim and objectives. The aim of this article is to investigate the correlation of the concepts of “self-directed learning” and “independent work” in teaching a foreign language and to determine the role of the teacher in the organization of independent work of students. Materials and methods. In examining the problem the authors have chosen research methods as follows: 1) theoretical: analysis of psychological, pedagogical and methodological literature, analysis of normative documents defining the educational policy of the Russian Federation; 2) empirical: studying the experience of foreign language teaching at the university, monitoring of the academic process of foreign language at the university, surveying of students and teachers; 3) statistical methods. Results and discussion. The correlation of the concepts of “independent work” and “self-directed learning” is considered. A practical study is presented. The teacher role in organizing independent work and in the process of forming the ability of students for self-directed learning in teaching a foreign language is determined. The subjectness of student is considered. Conclusion. The teaching on the basis of self-directed learning optimizes the educational process at the university, both in the conditions of traditional and hybrid learning. It will increase the professional value and competitiveness of university graduates in the Russian and international labor market.

Keywords: independent work, independence, self-directed learning activities, tasks of higher education teacher, foreign language at the university