Підходи та принципи формування у студентів-тюркологів лінгвосоціокультурної компетентності в читанні засобами поетичного твору

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

The objective of this study was to describe and relate the students’ reading interest, reading self-efficacy to the students reading competency in the Junior High School in Singaraja. This study applied quantitative research. There were 94 students as samples by using cluster quota sampling. The data were collected through a reading interest scale, a reading self-efficacy scale, and an objective reading competency test. The obtained data were analyzed descriptively and inferentially. The descriptive analysis consisted of central tendency measures and dispersion. While inferential analysis, the data were analyzed using pair-wise correlation and multiple correlation technique. The findings show that: 1) the students’ reading interest, reading self-efficacy, and reading competency on high-order-items proven to be at the moderate levels; 2) the relations pair-wisely between the students’ reading interest and reading self-efficacy, students’ reading interest and reading competency, the students’ reading self-efficacy and reading competency on high-order-items are positively and significantly correlated; and 3) the simultaneous relationships of the reading interest and reading self-efficacy to the students’ reading competency is proven to be significant. In order to develop high students’ reading interest, reading self-efficacy, and reading competency, the school and EFL teachers should provide literacy programs in reading. Previous researches show that literacy-rich environments tend to be effective ways to support the development of literacy in reading by sharing book readings. The EFL students should be trained millennial reading strategy, emphasizing the four skill dimensions, namely critical thinking skill in reading, creative effort in reading processes, collaborative endeavors in working on high-order-items, communicative skills in working out the reading indicators.

The Maharah qiroah learning strategy at Pondok Pesantren Rofiu Darojah plays a crucial role in enhancing students' Arabic reading skills. This study aims to analyze the applied strategies and the challenges faced in improving students' reading competence. A qualitative research method with a descriptive approach was used, involving interviews with the parents’ caregivers, teachers, and students. The findings indicate that the qiroah mufasshiroh, talaqqi, and drill methods are effective in improving students' comprehension and reading fluency. However, challenges remain, such as difficulties in understanding complex sentence structures and a lack of independent reading practice. Therefore, further efforts are needed, including strengthening nahwu and shorof learning, increasing reading practice intensity, and utilizing educational technology. With the implementation of more innovative strategies and full support from educators, students’ reading abilities are expected to improve significantly.

The study is aimed at looking at students’ ability in reading Quran and writing the Arabic script of the holy book as well as exploring the Tahsin Al-Quran programme to improve students’ competence in reading and writing the script of Quran. The methods implemented in the study are both quantitative and qualitative (explanatory mixed methods design). The quantitative data was collected by testing two hundred and eight students in reading and writing the Quran script. The source of the qualitative data was ten informants consist of lecturers and students. The data is obtained through interview. The findings of the study show that (58.70%) students have good ability in reading Quran, (24.50%) students have moderate ability and (16.80%) students have poor ability in reading the holy book. Moreover, (19%) students have good ability in writing the script, (66%) students have moderate ability and the rest (15%) has poor ability in writing the script of the Quran. Related to the Tahsin Quran programme, the interview data shows that there are seven strategic steps conducted by the university to improve students’ competence in reading Quran. Pursuant to the finding of the study it is revealed that the students’ competence in reading Quran and writing the script through Tahsin activities can be improved, yet the activities requires to be more well-planned that the outcome of the learning can be better.

This paper describes the analysis of temporal behavior of 11--15 year old students in a heavily instructionally designed adaptive e-learning environment. The e-learning system is designed to support student's acquisition of health literacy. The system adapts text difficulty depending on students' reading competence, grouping students into four competence levels. Content for the four levels of reading competence was created by clinical psychologists, pedagogues and medicine students. The e-learning system consists of an initial reading competence assessment, texts about health issues, and learning tasks related to these texts. The research question we investigate in this work is whether temporal behavior is a differentiator between students despite the system's adaptation to students' reading competence, and despite students having comparatively little freedom of action within the system. Further, we also investigated the correlation of temporal behaviour with performance. Unsupervised clustering clearly separates students into slow and fast students with respect to the time they take to complete tasks. Furthermore, topic completion time is linearly correlated with performance in the tasks. This means that we interpret working slowly in this case as diligence, which leads to more correct answers, even though the level of text difficulty matches student's reading competence. This result also points to the design opportunity to integrate advice on overarching learning strategies, such as working diligently instead of rushing through, into the student's overall learning activity. This can be done either by teachers, or via additional adaptive learning guidance within the system.

Nowadays the competitiveness of each individual in the labor market depends on the ability to master new technologies and productively assimilate large amounts of information, transform them into «personal» knowledge and actively use them to solve various tasks in professional activities. It is emphasized that, according to the results of the international PISA-2022 study, reading competence among adolescents in our country is low, so one of the main tasks of modern educational institutions at all levels is not only to provide students with knowledge, but also to develop the skills of finding the necessary information among a large number of sources. It is proved that only a teacher who has his/her own formed and highly developed reading competence can form students’ reading competence. It has been found that reading competence is an integrated quality of a personality characterized by certain competences (personal and value; educational and cognitive; information and communication). The following components of reading competence are allocated: cognitive, operational, reflective, motivational, communicative, educational, informational. In the article innovative forms of text study (keyword-based reading; note-taking; reviewing the readings; competence reading; surface reading; analytical reading; productive reading; contextual reading) that contribute to the formation and development of reading competence are analyzed. It is noted that in the course of educational activities, teachers of higher education institutions form and develop a strong interest for reading in students of higher pedagogical education, teach them the methods of reading competence, in particular the quality of reading retention, which provides an opportunity to solve educational, social and professional tasks adequately to situations in the broad social interaction of their educational and future professional activities.

The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.

This research aims at finding out the efficacy of using Subtitled Video in teaching reading especially stories to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Subtitled Video effective in teaching reading stories to Indonesian EFL students?. The research can be an addition to the persisting teaching reading of English particularly the use of the Subtitled Video. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in reading after giving the treatment by using Subtitled Video as media. The findings show that using the Subtitled Video as media is effective in teaching reading to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the Subtitled Video in developing students’ competence in reading of Indonesian EFL students.

One of the foundations for high school students in statistics is to be able to read data; presents data in the form of tables and diagrams and its interpretation. The purpose of this study is to describe high school students’ competencies in reading, interpreting and presenting data. Subjects were consisted of male and female students who had high levels of mathematical ability. Collecting data was done in form of task formulation which is analyzed by reducing, presenting and verifying data. Results showed that the students read the data based on explicit explanations on the diagram, such as explaining the points in the diagram as the relation between the x and y axis and determining the simple trend of a graph, including the maximum and minimum point. In interpreting and summarizing the data, both subjects pay attention to general data trends and use them to predict increases or decreases in data. The male estimates the value of the (n+1) of weight data by using the modus of the data, while the females estimate the weigth by using the average. The male tend to do not consider the characteristics of the data, while the female more carefully consider the characteristics of data.

이 연구의 목적은 영자신문을 활용한 영어 수업을 통해 중학생의 독해능력을 향상 시키는데 있다. 이 연구를 위해 다음과 같이 3개의연구문제를 제시하였다. 첫째, 영자신문을 활용한 수업이 실험집단과 통제집단의 독해능력 향상에 어떤 영향을 미치는가? 둘째, 영자신문을 활용한 수업이 영어 숙달도에 따라 어떤 영향을 미치는가? 셋째, 영자신문 활용 수업은 흥미와 만족도에 어떤 영향을 미치는가? 실험 대상은 광주에 있는 중학교 2학년을 대상으로 실험집단 34명과 통제집단 36명 총 70명으로 이루어져 있다. 실험집단은 영자 신문을 활용한 수업을 10주간 진행하였다. 그리도 통제집단은 교과서 중심의 전통적인 문법수업으로 진행하였다. 자료 분석은 SPSS12.0을 이용하여 t검증을 실시하였다. 이 연구 결과 영자신문을 활용한 교육은 학생들의 영어독해능력 향상에 효과가 있는 것으로 나타났다. 영자신문을 활용한 수업은 학생들이 수업에 흥미를 가지고 참여하도록 하였다. The purpose of this study is to research middle school student's reading problem and to suggest how to improve their reading competence through the use of the NIE. For this research, we proposed three research questions of study as below. First, what difference is there in English reading competence between experimental and control group? Second, what difference is there in the English reading competence according to English proficiency? Third, what are the effects of interest and satisfaction through NIE? The subject of a sample was 34 experimental group and 36 control group, total 70 eighth graders in Kwangju. The experimental group had been taught through NIE for 10 weeks. Grammar Translation Method was applied while teaching English to the control group. The data analyzing method was t-test through the statistics program SPSS12.0. Based on the result of this study, NIE approach was effective in improving the students' reading competence. Most of the students who were taught reading by NIE responded that they had more interest and satisfaction in the reading lesson.

The article is devoted to the problem of selecting precedent poetic works for the formation of Turkish-language linguosociocultural competence in reading. It is determined that a precedent poetic work serves as a carrier of linguistic and extralinguistic culturally marked information and is capable of forming extralinguistic knowledge, linguosociocultural skills and abilities, as well as analytical and interpretative skills. The article describes the difficulties thatarise when reading a precedent poetic work: subject-related (associated with extralinguistic knowledge necessary for understanding the content of the work), logical (related to the presence of implicit information in the work, the logic of composition, and the presence of stylistic figures in the poetic work), linguistic and speech-related difficulties (caused by a lack of proficiency in the linguistic means of the work, as well as underdeveloped lexical and grammatical skills in students), presuppositional difficulties (insufficient background knowledge related to the poetic work—its creation history, the author’s intent, worldview, spiritual values of the people), and operational difficulties (insufficiently developed analytical and interpretative skills). Based on the criteria of informativeness, text volume, purposefulness, authenticity, textuality, and precedent nature, it is established that the selection should include authentic poetic works (or fragments of poetic works that exhibit textuality), with a length of 2,500–3,000 characters, whose content and linguisticcomposition can meet the programmatic requirements for teaching Turkish to philology students; works that contain one of the types of culturally marked information—factual, subtextual, emotive-evaluative—as well as culturally marked linguistic units (symbolic words, artistic tropes); works that possess the features of precedent nature—canonical status and cultural reinterpretation.

Background and Aim: This study aims to explore the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. Given the challenges students face in reading comprehension, it is essential to develop effective teaching methods to enhance their skills. The researcher is interested in examining whether CLT and active learning activities can enhance students' reading abilities and what students' attitudes are toward these approaches. This study will compare students' reading comprehension abilities before and after teaching English reading using CLT and active learning activities. Additionally, it will assess students' attitudes toward the learning process. Materials and Methods: This study employed a one-group pretest-posttest design to evaluate the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. A total of 13 students were selected through cluster random sampling, and the study followed a one-group pretest-posttest design over 12 weeks. Thirteen students participated in 12 weeks of instruction, with two hours of class per week. The instruments used included 12 lesson plans, an English reading comprehension test, and an attitude questionnaire. Data were analyzed using descriptive statistics (means, percentages, standard deviations) and inferential statistics (one-sample t-tests, dependent samples t-tests) to assess changes in reading comprehension and student attitudes. The findings provide insights into the potential of CLT and active learning to improve student engagement and reading comprehension in English. Results: The results of this study revealed a significant improvement in students' English reading comprehension after the implementation of CLT and active learning activities. The pretest mean score increased from 11.61 (29.05%) to 32.30 (80.77%) in the posttest, exceeding the criterion of 70%. Statistical analysis revealed a significant difference in scores, indicating that the teaching methods effectively enhanced reading comprehension. Additionally, students demonstrated a positive attitude toward the use of CLT and active learning, reflecting high levels of engagement and satisfaction with the learning process. These results suggest the effectiveness of CLT and active learning strategies in improving reading comprehension skills. Conclusion: The implementation of Communicative Language Teaching (CLT) and active learning activities significantly improved English reading comprehension among Prathomsuksa 6 students. The results highlight both increased reading proficiency and positive student attitudes, demonstrating the effectiveness of these teaching methods.

The book represents a collection of articles written at different times, all devoted to the development of school students’ reading competencies in today’s world. The author is convinced that diverse approaches should be used to engage high school students in reading, depending on the student’s interests and personal characteristics. There is no (and there cannot be any) oneandonly methodology or any single dominant educational model in this everchanging world.

Alexandr Arkhangelsky - Candidate of Sciences in Philology; Full Professor, Faculty of Communications, Media, and Design, National Research University Higher School of Economics. Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation. E-mail: arkhangelsky@hse.ru The book represents a collection of articles written at different times, all devoted to the development of school students’ reading competencies in today’s world. The author is convinced that diverse approaches should be used to engage high school students in reading, depending on the student’s interests and personal characteristics. There is no (and there cannot be any) oneandonly methodology or any single dominant educational model in this everchanging world.

Strategies for reading comprehension used by two deaf college students as they discussed assigned readings with their teacher and classmates are here shown in examples categorized, tallied, and compared. Both were active users of strategies, and their pattern of strategy use was similar: interpreting, questioning, paraphrasing, and integrating were the strategies most used. The student reader who preferred expressing and receiving English-like sign manifested a higher proportion of inaccurate interpretations and paraphrases than did the student reader who preferred receiving and expressing American Sign Language (ASL), primarily because the former was unfamiliar with written linguistic cues and conventions of narrative prose, but also because of distractions from her personal experience. The comparison suggests that competence in reading is more closely related to text-based competencies than to the kind of face-to-face language the reader brings to the text.