Abstract
<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>
Highlights
The problem of students’ cognitive self-study development is due to the ever-growing need to optimize and intensify the educational process, as well as to the formation of a creative and self-developing personality (Antonova et al, 2016)
Each series of the experiment had its own purpose, the working hypothesis and the methodology for teaching in the experimental groups according to theoretically proved principles and conditions for functioning of the cognitive-practical activity methods in teaching reading
The quality of the speech activity was determined by the parameters specified for each series of the experiment
Summary
The problem of students’ cognitive self-study development is due to the ever-growing need to optimize and intensify the educational process, as well as to the formation of a creative and self-developing personality (Antonova et al, 2016). The possibilities of self-study formation in the process of mastering the speech activity while learning a foreign language, in our opinion, are not thoroughly investigated. To a certain extend this is due to the fact that the formation of speech skills, but not knowledge itself, plays the leading role in the process of mastering speech activity. It doesn’t entirely correspond to the very term “cognitive self-study” that primarily means self-acquisition of knowledge. That is predominant in the subjects with leading component "ways of activity", significantly differs from the acquisition of new knowledge, both in its content and process. Its practical indicator is the level of development of certain speech acts
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