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.

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.

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 СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МИСТЕЦЬКИХ ДИСЦИПЛІН: СУЧАСНИЙ ФОРМАТ

2019 ◽  
pp. 32-38
Author(s):  
Лупак Н. М.
Keyword(s):  
Theoretical Analysis ◽  
Professional Training ◽  
Communicative Competence ◽  
Structural Elements ◽  
Future Teachers ◽  
Active Components ◽  
Training Teacher ◽  
Definition Of

The article deals with the essence of communicative competence of future teachers of artistic disciplines in the context of modernizing education and expanding the boundaries of art communication. The theoretical analysis of scientific sources on the problem of formation of communicative competence of future teachers, in particular, teachers of artistic disciplines has been carried out. The own definition of the notion «communicative competence» taking into account modern requirements for the professional training teacher of art has been proposed. The main tendencies for the structure of components of communicative competence as a system have been revealed. The own vision of the structure of communicative competence of future teachers of artistic disciplines, which is presented as a model, has been substantiated. The main structural elements have been demonstrated: criteria (axiological, cognitive, personal-active), components (valuable-motivational, informational-semantic, algorithmical-active, artistic-creative), indicators of formation of communicative competence.

scholarly journals PARADIGM OF READING AND FUNCTIONAL LITERACY IN PRIMARY SCHOOL BY MEANS OF A FOREIGN LANGUAGE

2021 ◽  
Vol 3 (47) ◽  
Author(s):  
Y. Pyvovar
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Personal Development ◽  
Reading Literacy ◽  
School Students ◽  
Functional Literacy ◽  
Reading Competence ◽  
Educational Concept ◽  
Primary School Age ◽  
Reading Activity

The article considers the problem of literacy formation in primary school age. The categorical paradigm to understand "Reading literacy", "Functional literacy", "Reading competence" and "Reading activity" through the prism of domestic and European scientific views was defined and a close connection was established between them. The article focuses Ramus on the reading activity of primary school students in a foreign language, analyzes the achievements of the national educational concept "New Ukrainian School" and the conclusions drawn from the PISA study. Key words: functional literacy, reading literacy, reading competence, reading activity, anthropocentric aspect, primary school, personal development.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

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.

HISTORICAL STAGES OF THE «TERRORISM» CONCEPT FORMATION UNDER THE NATIONAL LEGISLATION OF RUSSIA

2021 ◽  
pp. 84-88
Author(s):  
Яна Валерьевна Самиулина
Keyword(s):  
Theoretical Analysis ◽  
Concept Formation ◽  
International Community ◽  
Individual State ◽  
Federal Law ◽  
Present Stage ◽  
Internal Security ◽  
National Legislation ◽  
Domestic Legislation ◽  
Definition Of

В статье освещен вопрос, связанный с эволюцией понятия терроризма по законодательству России. Актуальность темы определяется, прежде всего, тем, что проявление терроризма представляет собой серьезную угрозу международной и внутренней безопасности каждого отдельного государства, всего международного сообщества в целом. В результате проведенного теоретического анализа отечественного законодательства об ответственности за совершение преступлений террористического характера автором выделено пять исторических этапов (периодов) его становления, представлена их характеристика. В заключение делается вывод о существовании на современном этапе проблемы выработки определения сложного и многогранного понятия «терроризм». Законодательная дефиниция «терроризм» должна быть принципиально полной, содержать характеризующие специфические признаки, соответствующие современным способам его проявлений. Полагаем, что современная дефиниция, изложенная в п. 1 ст. 3 Федерального закона «О противодействии терроризму», пока не идеальна и продолжает требовать к себе внимания со стороны исследователей и законодателя с целью корректировки терминологии. The issue related to the evolution of the concept of terrorism under Russian legislation is examined in the article The relevance of the topic is determined, first of all, by the fact that the manifestation of terrorism is a serious threat to the international and internal security of each individual state, the entire international community as a whole. As a result of the theoretical analysis of domestic legislation on responsibility for crimes of a terrorist nature, the author has identified five historical stages (periods) of its formation, and presented their characteristics. In conclusion, a conclusion is made about the existence at the present stage of the problem of developing a definition of the complex and multifaceted concept of «terrorism». The definition of terrorism should be fundamentally complete, include characterizing specific features characteristic of modern ways of its manifestations. We believe that the modern definition set forth in paragraph 1 of Art. 3 of the Federal Law «On Countering Terrorism» is not ideal yet and continues to require attention from researchers and legislators in order to correct the terminology.

Innovative Approaches to the Formation and Development of the Startup Ecosystem

2021 ◽  
Vol 12 (3) ◽  
pp. 668
Author(s):  
Nataliia DEMIANENKO ◽  
Ilona YASNOLOB ◽  
Oleg GORB ◽  
Oleksii Zoria ◽  
Liudmyla CHIP ◽  
...  
Keyword(s):  
Business Environment ◽  
Structural Elements ◽  
Entrepreneurial Universities ◽  
Entrepreneurial Ecosystems ◽  
Innovative Products ◽  
Definition Of ◽  
Innovative Approaches

The article is devoted to considering the peculiarities of startup ecosystem formation. Modern theoretical views on the definition of startup ecosystem have been studied. The author’s definition of “startup ecosystem” term has been given. Innovation and entrepreneurial ecosystems aimed at creating innovative products and services by startup companies have been analyzed. The structural elements of startup ecosystem under endogenous and exogenous changes in the business environment have been singled out. The situation of startup development in Ukraine and their further prospects have been analyzed. Emphasis has been placed on the formation of entrepreneurial universities as an important component of the ecosystem. The experience of leading countries in the implementation and formation of startup ecosystem has been studied and adapted.

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

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