The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training

Authors

  • Natalia S. Andrianova
  • Liliya R. Nizamieva
  • Gulnara I. Nazarova
  • Olga F. Ostroumova
  • Cecile Leblanc

DOI:

https://doi.org/10.7596/taksad.v6i5.1258

Keywords:

Cognitive self-study, Methods of cognitive-practical activities, Teaching and methodological materials, Teaching reading, Cognitive-communicative methods, A linguistic personality.

Abstract

In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.

References

Antonova, N. V.; Vassilieva, V. N. & Kononenko, M. V. (2016). The problem of quality of education in foreign language teaching. Journal of Language and Literature, 7(2), 159-162.

Carneiro, R.; Lefrere, P.; Steffens, K. & Underwood, J. (2011). Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: Sense Publishers.

Dejean, C. ; Mangenot, F. & Soubrié, T. (2011). Apprentissages formels et informels, autonomie et guidage. Actes du colloque EPAL 2011, Université Stendhal. Grenoble 3, 24-26 juin 2011, pp. 9-15.

Klimchak, O. & Fatkhutdinova, V. (2015). Teaching languages in a multicultural society. 8th International Conference of Education, Research and Innovation. 18-20 November, 2015, Seville, Spain, pp. 3801-3804.

Kraevsky, V. V. & Khutorskoi, V. V. (2007). Teaching bases. Didactics and methodology. Moscow: Academy.

Nizamieva, L. R.; Nazarova, G. I. & Ostroumova, O. F. (2016). Teaching French as a Foreign Language in the Multilingual Environment (The Example of Tatarstan Republic). The Social Sciences, 11(6), 1035-1041.

Pleuchova, E. A. & Klimchak, O. V. (2014). Мodern tendencies in teaching foreign languages: from a traditional task to a digital task. 6th International Conference on Education and New Learning Technologies. Barcelona, Spain, 7-9 July, 2014, pp. 126-129.

Sadykova, A. G. & Shelestova, O. V. (2016). Creativity development: The role of foreign language learning. International Journal of Environmental and Science Education, 11(15), 8163-8181.

Subich, V. G.; Shangaraeva, L. F. & Zakirova, L. R. (2016). Improvement of the English language communicative competencies by means of authentic texts. Journal of Language and Literature, 7(2), 257-261.

Zimnyaya, I. А. (2004). Key competences as an effectively-target base of the competence approach to education. Moscow: Research centre on specialists’ training quality issues.

Downloads

Published

2017-11-28

How to Cite

Andrianova, N. S., Nizamieva, L. R., Nazarova, G. I., Ostroumova, O. F., & Leblanc, C. (2017). The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training. Journal of History Culture and Art Research, 6(5), 321-326. https://doi.org/10.7596/taksad.v6i5.1258