scholarly journals Linguistic Functionalism as a Basis for the Formation of Reading Literacy

2020 ◽  
Vol 162 (5) ◽  
pp. 89-100
Author(s):  
A.N. Rudyakov ◽  
Keyword(s):  
Social Interaction ◽  
Educational Practice ◽  
Functional Approach ◽  
Reading Literacy ◽  
Present Stage ◽  
Functional Literacy ◽  
Definition Of ◽  
Linguistic Units

The theoretical and applied aspects of linguistics associated with the use of the functional approach were studied. The analysis of the interrelated problems of the formation and development of functional literacy, reading literacy, as well as perception and understanding of the text was carried out taking into account the principles of studying and describing linguistic phenomena outlined in the earlier own publications. The text was described as a major object of Russian philology at the present stage and as an instrument of social interaction, which is structurally determined by its function. The obtained results confirm the relevance of the problem of studying the patterns of perception and understanding the text as an integral object rather than a source of linguistic units of different tiers. The functional definition of the text was introduced, thereby making it possible to supplement the educational practice with a methodology of work that takes into account the need to develop students’ skills and abilities associated with the conscious and systematic extraction of information from texts of various kinds and the use of this information in their activities.

scholarly journals TO THE DEFINITION OF THE CONCEPT OF "READING COMPETENCE" AND THE DIFFERENTIATION OF ITS DESCRIPTORS

2020 ◽  
Vol 75 (1) ◽  
pp. 303-310
Author(s):  
М.М. Khavaidarova ◽  
◽  
А.А. Ekibaeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Communicative Competence ◽  
Reading Literacy ◽  
Structural Elements ◽  
Present Stage ◽  
New Paradigm ◽  
Main Category ◽  
Functional Literacy ◽  
Reading Competence ◽  
Definition Of

The article addresses the problem of competence-based approach in solving the problem of reading. The problem of defining competence and various approaches to its solution is considered. The concepts of "competence / competence" at the present stage have become key and determining the goals and content of training. The main ability of the graduate is the ability to form his speech utterance for special purposes. For this reason, the main category of linguodidactics becomes communicative competence. The establishment of a new paradigm of education, on which the updating of the content of education in school is based, requires the development of new approaches to planning the expected learning outcomes. This aspect determines the relevance of the described issue. The authors determine the theoretical basis for the formation of reading competence. At the same time, an attempt is made not only to give its own definition of the term, but also to draw a line between the concepts of "reading competence", "literary competence", "reading literacy". In the course of addressing the problem of the formation of reading competence, the article defines the descriptors of reading competence, which give the teacher a direction that requires the application of efforts. Functional literacy, which is one of the results of learning at school, also includes structural elements of the competence under consideration.

TESTING AS A METHOD OF CONTROL AND ASSESSMENT OF THE FORMATION OF COMPETENCIES

2021 ◽  
Vol 23 (1) ◽  
pp. 18-23
Author(s):  
Belalov R.М.
Keyword(s):  
Educational Practice ◽  
Testing System ◽  
Test Results ◽  
Present Stage ◽  
Research Issues ◽  
Test Items ◽  
Wide Range ◽  
Level Of Knowledge ◽  
Definition Of

At the present stage, pedagogical tests are one of the most accessible and developed methods for assessing students' knowledge. Evaluation of the results of global research on testing problems showed that the developers of test items pay special attention to the form and their standardization, the processing of test results and the interpretation of the data obtained, methods of automatic test formation. The goal is to study the possibility of using testing to assess the formation of students' competencies. Materials and methods. Theoretical: a review of psychological and pedagogical literature on research issues, analysis, synthesis, generalization, systematization. Results. Testing characterizes a number of properties, the main of which is the objectivity of the assessment of results, the definition of "gaps" in knowledge. The result of testing is obtaining objective information about the quality of knowledge and skills, determining the sections that are the worst learned by the students. All of the above makes it possible to adjust the course of training. Test control can be external, when the subjects are offered a dichotometric range, which contains both completed and unfulfilled tasks on a wide range of issues. During the testing process, students have the opportunity to independently identify gaps in their own knowledge. The study confirms the possibility of using testing in assessing the formation of students' competencies and ultimately provides an increase in the level of knowledge. Conclusion. At the present stage, the introduction of tests into educational practice is an inevitable process, therefore, efforts should be directed to the development of a theoretical platform for the testing system, which will entail an increase in the efficiency of using tests as a form of control.

Current Approaches to the Development of Learning and Improving Reading Attractiveness for the Readers of Different Levels

2021 ◽  
pp. 57-68
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Reading Literacy ◽  
Research Focus ◽  
Functional Literacy ◽  
Study Progress ◽  
Definition Of ◽  
Different Levels

The chapter covers the notions of illiteracy, literacy, and their development to the current moment. The authors present the notion of functional literacy specified by the UNESCO experts. A more detailed definition of functional literacy is to be found in the study Progress in International Reading Literacy Study (PIRLS). It is possible to perceive the reader's literacy based on age or different planes. The chapter contains information about research focused on the age: PIRLS handled by IEA (International Association for the Evaluation of Educational Achievement) and the PISA research organized by The Organisation for Economic Co-operation and Development (OECD). Both kinds of research focus on the reader's literacy and their authors provide their own definitions that differ based on age. There are various different approaches to increase the attractiveness of reading. The authors introduce at least some of them as an inspiration. One part is dedicated to the development of reader literacy in individuals with dyslexia.

scholarly journals Transformation of the Semantics of Linguistic Units in the Text: A Functional Approach

2020 ◽  
Vol 162 (5) ◽  
pp. 48-61
Author(s):  
Yu.V. Dorofeev ◽  
Keyword(s):  
Teaching Methods ◽  
Educational Practice ◽  
Functional Approach ◽  
Main Task ◽  
Functional Methods ◽  
The World ◽  
Important Means ◽  
Linguistic Units ◽  
Empirical Material

Transformations of the semantics of language units in a literary text were studied. Semantic shifts resulting from this process were correlated with individual author’s ideas about the world and were defined as the most important means of influencing the reader. The research was carried out on the basis of a functional approach, in which the text is considered as a tool of social interaction, the structure of which is subordinated to the main task of the author, i.e., to have a certain impact on the reader’s view of the world. As a result of the analysis of the empirical material, it was concluded that the perception and understanding of the text are largely determined by the skills that enable identification of the core component in the text, which unites the most significant language units in the text based on their correlation in the initial and final parts of the work. Specific examples were given to show the role of semantic transformations in the process of text perception and their importance for interpretation. The research confirms the relevance of the problem of studying the functional mechanism of semantic transformations, because the consistent implementation of the functional methods of perception and interpretation of the text in educational practice will be helpful in developing teaching methods that prevent distortion of information extracted from texts.

scholarly journals Science Can Inform Educational Practice: The Case of Literacy

1999 ◽  
Author(s):  
William Tunmer ◽  
Jane Prochnow ◽  
James Chapman
Keyword(s):  
General Theory ◽  
Quantitative Research ◽  
Educational Practice ◽  
Social Contexts ◽  
Reading Literacy ◽  
Alternative View ◽  
Literacy Experiences ◽  
Primary Focus ◽  
Children's Literacy ◽  
Definition Of

Antinaturalists, interpretivists, critical theorists, postmodernists, and deconstructivists have been highly critical of educational research methods that are theory driven, hypothesis testing, or generalization producing. According to extreme versions of these views research can only provide findings that are “contextually bound”, in which case educational researchers should concentrate more on “telling stories” than “crunching numbers”. With respect to literacy, these critics have questioned the feasibility of attempting to develop a general theory of how children learn to read (and write), and what can be done to maximize the effectiveness of literacy instruction for all children in the light of such findings. Instead, children’s literacy experiences are seen as firmly embedded in social contexts that uniquely give meaning to their uses of literacy. In this paper we present an alternative view that begins with a definition of reading literacy that simultaneously incorporates psychological, linguistic, and sociological perspectives. We then present a brief critique of the position that literacy is primarily social, political, and relative, before turning to the primary focus of the paper, which is to provide specific examples of how theory-driven quantitative research can inform educational practice in literacy.

МЕТОДОЛОГІЧНІ ПРОБЛЕМИ ДОСЛІДЖЕННЯ СОЦІАЛЬНОГО ІНТЕЛЕКТУ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 119-126
Author(s):  
Марина Орап
Keyword(s):  
Social Interaction ◽  
Social Intelligence ◽  
Social Situation ◽  
Verbal Response ◽  
Primary School Children ◽  
School Age ◽  
Theoretical Approaches ◽  
The Social ◽  
Definition Of ◽  
Interpersonal Situations

У  статті  висвітлено  методологічні  та  практичні  засади  вивчення  онтогенезу  соціального  інтелекту. Складність вивчення даного соціально-психологічного феномену пов’язана із дотичністю його  до багатьох явищ, які описують умови успішності соціальної взаємодії особистості. Проаналізовано наявні  теоретичні   підходи   до   визначення   змісту   та   структури  соціального  інтелекту,   до   взаємозв’язку  останнього  з  іншими  видами  інтелекту.  Визначено,  що  дослідження  соціального  інтелекту  молодших  школярів слід здійснювати на основі розуміння останнього як здатності, що виникає на базі комплексу  інтелектуальних,   особистісних,   комунікативних   і   поведінкових   рис,   що   зумовлюють   прогнозування  розвитку  міжособистісних  ситуацій,  інтерпретацію  інформації  і  поведінки,  готовність  до  соціальної  взаємодії і прийняття рішень. Здійснене пілотажне емпіричне дослідження прогностичних можливостей  дітей  молодшого  шкільного  віку  продемонструвало  наявні  позитивні  кореляційні  зв’язки  між  рівнем  розвитку здатності до передбачення найбільш адекватного сценарію розвитку подій у соціальній ситуації  та рівнем розвитку мовленнєвого досвіду. Найбільш тісний взаємозв’язок виявлено між рівнем розвитку  здатності  передбачати  адекватну  вербальну  відповідь  у  ситуації  комунікації  та  рівнем  розвитку  мовленнєвої компетентності та мовленнєвої діяльності дітей молодшого шкільного віку. Таким чином,  були зроблені попередні висновки про наявність взаємозв’язку між мовленнєвим досвідом та прогностичним  можливостями у складі соціального інтелекту дитини молодшого шкільного віку The  article  outlines  the  methodological  and  practical  principles  of  studying  the  ontogenesis  of  social  intelligence. The complexity of studying this socio-psychological phenomenon is associated with its attractiveness to  many  phenomena  that  describe  the  conditions  for  the  successful  social  interaction.  The  existing  theoretical  approaches to the definition of the content and structure of social intelligence, to the interrelationship of it with  other types of intelligence are analyzed. It is determined that research of social intelligence of junior pupils should  be carried out on the basis of the understanding of this kind of intelligencer as an ability that based on a complex of  intellectual, personal, communicative and behavioral features. This complex predetermines the forecasting of the  development  of  interpersonal  situations,  the  interpretation  of  information  and  behavior,  readiness  for  social  interaction  and  decision-making.  The  research  of  the  prognostic  possibilities  of  primary  school  children  demonstrated the positive correlation between the level of development of the ability to predict the most adequate  scenario of the development of events in the social situation and the level of development of speech experience. The  closest relationship is found between the level of development of the ability to provide an adequate verbal response  in the context of communication and the level of development of speech competence and speech activity of children  of junior school age. Thus, was done a conclusion about the existence of a relationship between speech experience  and prognostic possibilities in the social intellect of a child of junior school age.   

We is Plural

2014 ◽  
Vol 27 (2) ◽  
pp. 214-238
Author(s):  
Nienke van Andel ◽  
Martin J.M. Hoondert ◽  
Marcel Barnard
Keyword(s):  
Social Interaction ◽  
Broad Definition ◽  
Definition Of

Even before they started the editorial board of the new Dutch hymnal was blamed for being too elitist. The fact that they had been selected on the basis of their expertise made them vulnerable for such criticism. Subsequently the position of the editors has been a point of continuous reflection. In this contribution, we will argue that this image of editors as dissociated from users of the hymn book is only one among several available identity repertoires. In order to answer the question which ‘identities-in-relation-to-users’ do the editors construct in the meetings of the board and how do they value these identities?, we will use a broad definition of identity and focus on positions performed in social interaction. The interaction in question concerns seven selected meetings of the editorial board, all of which were audio-taped and transcribed. Looking closely at the identities that were constructed during those meetings, we distinguish six positions, ranging from a great to no distance between editors and users: editors, professionals, experienced, vanguard, pleasers and equals.

scholarly journals Trends in Folklore Studies Development in the Research and Education Space at Ukrainian and Foreign Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 14-19
Author(s):  
Myroslava Vovk
Keyword(s):  
Folk Music ◽  
Educational Practice ◽  
Traditional Culture ◽  
Academic Science ◽  
Folk Dance ◽  
Multicultural Personality ◽  
Folklore Studies ◽  
Research And Education ◽  
Definition Of ◽  
Foreign Universities

AbstractTrends in development of folklore studies in the research and education space at Ukrainian and foreign universities have been analyzed. They are fundamentalization, synthesis of academic science and educational practice, professionalization, institutionalization, humanitarization, anthropoligization, interdisciplinarity. It has been defined that in Ukrainian and foreign folkloristic discourse of the 20th – the beginning of the 21th centuries, folklore is studied through the prism of functional, communicative, anthropological, context-based approaches that is partially realized in the official definition of folklore according to the 1989 UNESCO Recommendation on the Safeguarding of Traditional Culture and Folklore. It has been found out that while structuring the content of folkloristic disciplines as well as directing future specialists’ researches the multivectoring of folklore studies allows instructors to use the achievements of folkloristic directions that were formed in historical retrospective and actively developed at the modern stage: linguofolkloristics, ethnomusicology, folk therapy (folk music therapy, fairytale therapy, folk dance therapy), etc. It has been justified that folklore studies in Ukrainian and foreign research and education space is being developed as an interdisciplinary science based on the historical and pedagogical experience and taking into account modern integration processes that define the problematics of the content of folkloristic, culturological training of future pedagogue-researcher who is to be educated as a man of culture, nationally aware and, at the same time, multicultural personality.

De structuur van de besluitvorming in de Raad van de Europese Unie

Res Publica ◽  
1994 ◽  
Vol 36 (3-4) ◽  
pp. 381-398
Author(s):  
Jan Beyers
Keyword(s):  
Decision Making ◽  
European Union ◽  
Functional Approach ◽  
Council Decision ◽  
Working Groups ◽  
Definition Of ◽  
The Impact ◽  
The Way

In spite of its importance in European Union decision making, research on the functioning of the Council is scarce (Wessels, 1991). Based on empirical findings this article gives some new insights in the way Council decision making is institutionalized. The first part focusses on the characteristics of Council working groups and the different positions of actors in the decision making network. Our findings confirm the definition of the Council as a highly bureaucratized institution. Interesting is that the diversity of tasks of the different actors(working groups, Coreper, CSA etc.) strengthens the impact of national administrations in Council decision making. The second part explores the reasons for this impact. This article adds to the functional approach, which over-emphasizes the adaptive character of the Council, the perception of the Council as an intergovernmental component in a supranational system.

Reading literacy: on the problem of measuring language ability

2021 ◽  
pp. 165-168
Author(s):  
Atirkul E. Agmanova ◽  
Alyona A. Rubas
Keyword(s):  
Education System ◽  
Academic Discourse ◽  
Language Ability ◽  
School Education ◽  
Reading Literacy ◽  
Functional Literacy ◽  
Test Items ◽  
Implementation Of The Strategy

We discuss the problems of measuring the results of reading literacy in the context of the Kazakh academic discourse. Possible formulations of test items are analyzed, aimed at checking the implementation of the strategy for the development of functional literacy. The problem under consideration is very relevant in the context of the modernization of the school education system in Kazakhstan.

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