The introduction gives a review of current approaches to teaching reading in a foreign language at a university level developed in Western and Russian research. It describes the goals of the book and explains its structire.
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
The book is designed to develop academic reading skills and prepare for the IELTS exam. It contains supplementary exercises to “The CAE Course” published by Cambridge University Press.
The article discusses the process of textually mediated communication in science and proposes an approach that complements citation analysis. Namely, it addresses the question of how the author’s text is read by the reader and whether the reader interprets the text in the same manner as the author. Fifty-seven scholarly contributions (articles, book chapters and book reviews), written by three social scientists, were content analyzed with the help of the QDA Miner and WordStat computer programs. The outcomes of the qualitative coding were compared with the outcomes of the analysis of word co-occurrences and the outcomes of the analysis on the basis of a dictionary based on substitution. Our findings suggest that texts have plural interpretations. Depending on the reading context, either the author’s or the reader’s perspective prevails. Also, both the author and the reader may read the text in a either deep or perfunctory manner. Deep reading necessitates spending significant time and cognitive resources.
The book contains supplementary exercises in IELTS exam format to texts from Fast Track to CAE (Longman). The exercises were specifically developed for 1st year students to be used in class.
The books is designed to develop academic reading skills and for IELTS exam preparation. It contains supplementary exercises to texts from the British Course book “English for Academic Study: Reading and Writing” published by Garnet Education.
During the implementation of the higher education reform, aimed at applying the competence-based approach to teaching, the content and form of teaching is changing. University graduates should possess a number of skills including a good command of a foreign language. When teaching a foreign language, an important role is given to spoken and professional discourse. The task of the teacher is to select effective educational practices aimed at increasing students’ motivation to cognitive process, acquiring new knowledge, developing new skills, as well as to choose methods, activities and
Developing academic skills is a major purpose of foreign language studies. Reading skills are prior to raising language competence. Mastering different kinds of reading (skimming, reading for gist, scanning, reading for detail) leads to a general increase of language skills. The teacher's task is to train students to know what to learn and how to learn it. The article covers modern approaches to teaching reading skills.