Обучение чтению на иностранном языке в современном университете : монография
This article is motivated by the practice of English language teaching in the context of life-long learning. Teacher professional competency development is conducted by the University-School Cluster (HSE - Perm) in the form of collaboration between school and university teachers.
The article has the following goals: to assess the level of intellectual skills formation of the English language teachers, the participants of University-School Cluster 2018 by means of IELTS Academic Reading Test, to compare the received data with the research results of intellectual skills of Russian-speaking students in order to identify problem areas.
Being at the top of the learning process, analyzing, synthesizing and evaluating are the most complex skills and, while reading academic texts, the tested have to deal with these cognitive tasks and frequently encounter difficulties. The IELTS reading test results of 38 English language teachers were analyzed using Bloom’s taxonomy, simple statistics and index of item difficulty and later compared to the results of 204 first-year students at the HSE - Perm. We found that the teachers and students demonstrated opposite indices for intellectual skills in the prism of Bloom’s taxonomy. In contrast to the students, the teachers showed higher achievement in the tasks classified as upper cognitive domains (synthesizing and analyzing), but achieved lower results in visualizing.
This technique may be helpful in making adjustments to syllabi and teaching materials for courses of life-long learning programmes and may lead to teaching quality improvement.
The article is devoted to the problems of developing of extensive reading skills by students of non-linguistic universities which study German as a second foreign language. Extensive reading is seen as a way of optimization of the teaching situation at the initial stage of foreign language learning. The interest in this type of reading is generated by the fact that reading of high-volume texts lets to expend and to enrich the vocabulary of students, to focus on reading itself and on perceived information. Through extensive reading fast reading skills, forecasting and contextual guess are developed.