Exploring the EFL Students’ Reading Strategies Used on Reading Academic Articles

Reading activity is one of the essential skills for English language learners. Therefore, the use of reading strategies as one of the reading process rules should be considered. In considering the importance of reading strategies, this present study is intended to explore the reading strategies utilized by third-year EFL students on reading academic articles. To answer the research question, writers adopted the reading strategies questionnaire proposed by Oxford (1990). There were 21 statements and 31 samples involved in this present study. The significance of this study showed that meta-cognitive techniques were most frequently used by the students, followed by cognitive and affective, and then the less frequently used is social strategies. According to this finding, reading strategies should be noticed and taken as one of the considerations by lecturers and students to improve the EFL students’ comprehension of reading academic articles.

»En mexicansk blondine der sparker røv«

In recent decades, the selling and purchasing of illicit drugs has been increasingly mediated by use of communication technologies such as mobile phones and social media apps. While the risk of police intervention has traditionally restricted dealers’ use of advertisements to attract customers, the increasing technologization of retail-level drug markets has opened up new avenues for dealers’ use of proactive marketing. This article contributes to the understanding of current transformations of the retail-level drug market by providing insight into how drug dealers compete for and try to attract customers by use of strategic and targeted advertising. Based on an in-depth analysis of the textual and visual content of 99 illicit »drug commercials« circulated through SMS-based (Short Message Service) drug lines, we demonstrate how drug dealers draw on a number of psychological and cognitive techniques such as repetition, association, humour, hooks, slogans and storytelling, all of which are also found in legal marketing. We conclude by arguing that there is a need for more studies on how »drug commercials« affect drug users’ purchasing practices, including their choice of dealer.

Qualified reader or interpreter: on the attitude of the researcher towards the sources of cognition of legal and political doctrines

This article determines and analyzes certain characteristics of modern approaches towards the problem of attitudes to the sources of study on the history of political and legal thought. The attempts to speculate on hermeneutic practices as the constitutive method in analyzing the political and legal views of the philosophers of the past and modernity are subject to critical evaluation; and, on the other hand, the importance of qualified interpretation and analysis of the classical legal heritage is emphasized. It is demonstrated how conventional, shallow, or ideologized attitude towards the sources of study on the history and political thought creates fallacious and often just quasi-religious patterns of interpretation of the fundamental ideas and concepts, content of the discussed topics and problems, and social-practical orientation of their views. The scientific novelty lies primarily in determination and clarification of certain crucial aspects of modern methodology of the history of political and legal doctrines that are meaningful for the philosophy of law and legal theory overall. This pertains to the improvement of cognitive techniques and practices of the political and legal ideas of the past and modernity,  namely through minimization or elimination of such approaches towards their cognition that speculate on anti-historical attitudes; constitute interpretation as the key semantic unit in assessing the legal views of various philosophers; neglect the principles of objectivity and integrity in reconstructing the intellectual heritage; tendentiously articulate the accents of artistic, rather than documentary reconstruction of legal and political representations.

School-university cluster of disciplines developing the calculative-algorithmic component of computational thinking

Problem relevance. Due to the multi-departmental concepts and the different content of educational programs of schools and universities, a serious problem arises of the succession and continuity of the education system along the “vertical” in general and subject teaching in particular. Another didactic problem is the need to ensure interdisciplinary connections of basic courses in the traditional disciplinary model of the educational process for more effective and expedient formation of certain student’s competencies sets. In this regard, it is of interest to create new organizational and meaningful approaches to training specialists without a significant restructuring of the traditional educational process.The purpose of the article is to substantiate a collaborative model of subject training of students in a school-university cluster of disciplines, which ensures the succession and continuity of education at school and university.Methodological basis. On the example of three disciplines “Programming”, “Computanional Methods”, “Information Technologies in Education”, a cluster model of teaching schoolchildren and students in the direction of training “Mathematics and Computer Science” has been designed and implemented. A feature of the considered school-university cluster of disciplines is a unified methodological base of target, meaningful and didactic elements that form and develop the calculative-algorithmic component of the computational thinking of students. The basis of the means and methods of teaching in the cluster is made up of cognitive techniques and a platform of “computational and algorithmic primitives” — solving elementary task template. A recursive approach is used in the methods of cluster subject teaching of schoolchildren and students.Results and Conclusions. The model of the created disciplinary cluster “Programming — Computanional Methods — Information Technologies in Education” contributes to the formation and development of the calculative-algorithmic component of the computational thinking of schoolchildren and students, and also forms their assigned groups of competencies. The school-university cluster of disciplines ensures real succession and continuity of school and university education, without unnecessary, sometimes artificial, labor-intensive additional organizational and methodological means and techniques. The approach under consideration can be used to create clusters of disciplines in various educational areas, allowing their meaningful collaboration and forming given competencies sets and schoolchildren’s and student’s cognitive abilities.

Cognitive Algorithms for Learning Foreign Languages: Psycholinguistics Approach

The relevance of the undertaken research consists in considering psycholinguistics an interdisciplinary field, which studies the interrelation between mind and language. It is important to perceive learning foreign language as an act of cognition, experience, and creativity in the psycholinguistic aspect of studying. Psycholinguistics concerns with the study of the cognitive process that supports the acquisition and use of language. The purpose of the paper is to reveal the importance of psycholinguistics approach and cognitive science for learning a foreign language in the context of psycholinguistic approach and cognitive methods for learning second language, based on achievements of the “Scientific School of A.V. Khutorsky”. Methodology is of an overview-analytical nature with an attempt to apply cognitive techniques to learning. Our observations on the psycholinguistic approach and the cognitive methods are based on the “Myth of Niels Bohr and the barometer question” by Alexander Calandra. Results. The analysis made it possible to determine how the logic of reflections has been explored from the lens of psycholinguistics and how the range of cognitive methods can be enlisted to learn a foreign language. It turns next to an overview of cognitive techniques used in psycholinguistics as applied to study. The verbal presentation of the idea is not only a form of compressed thought or interactive, creative cognition, but it also has a literary quality and makes use of a range of devices in a way. In the article, the solution formation reflects the features of transforming mental representations about the multidimensional space of life. Conclusions. According to the research, the paper concludes that cognitive methods are the ability to create judgments that are paradoxical in form and deep in content, perceived as deviating from the norm, and humor also presupposes the presence of the inverse ability to perceive such judgments in their entirety and depth and emotional brightness.

THE EFFECTIVENESS OF INTERACTIVE E-BOOKS IN THE DEVELOPMENT OF SCIENTIFIC CONCEPTS DURING "SCIENCE COURSE" AND ITS RELATION TO THE DIFFERENCE OF COGNITIVE STYLE (VERBAL/VISUAL) IN STUDENTS

The present study aims at measuring the effect of the interactive book design on the development of scientific concepts and its relation to the difference of the cognitive (verbal/ conceptual) method of science students in the ninth grade. This study is to determine the relationship between the growth of scientific concepts among students with the cognitive and verbal approach. There are differences in this growth according to the cognitive method. This study's significance is the importance of considering students' characteristics in their cognitive approaches in applying and integrating technology in education. The study results indicate that there are statistically significant differences in the development of scientific concepts among students. The differences in their cognitive methods were verbal or conceptual. The conceptual students were more developed than the verbal students. The results also indicate that the e-book has a significant impact on developing these concepts among students with a cognitive approach compared to their cognitive peers. This is because the interactive e-book did not consider the verbal students' characteristics as much as they perceived the design's visual students' characteristics. It is recommended to research the need to pay attention to the variable method of knowledge when designing interactive e-books to be more valuable to cover a larger segment of students with different cognitive methods. It is necessary to identify the cognitive techniques of students to take care of educational applications. That will help them according to their strategies to expand the recruitment of interactive electronic books in science and conduct More rigorous studies in cognitive methods and link them to modern technological innovations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" /></p>