Educational Texts Research Articles

Параметрическая таксономия учебных текстов

The article is aimed at considering the issue of the discursive text typology and developing a parametric model of the elementary school texts for the ontological domain by employing a corpus-based approach and methods of linguistic statistics. The research corpus of over 90,000 tokens comprises texts of 13 textbooks acknowledged in the 2 nd grade of Russian schools. The applied multifactor discriminant analysis enabled identification and validation of typological characteristics of the texts under study, offering the formula for referring educational texts to a subject domain on Philology, Mathematics, and Natural Sciences. The discriminant analysis results confirmed the hypothesis that each type of text corresponds to a parametric model, which includes six constants: the average number of words in a sentence, the average number of nouns, the average number of verbs and the average number of adjectives per sentence, local noun overlap, global argument overlap. The assessment of linguistic parameters was performed by an automatic Russian text analyzer RuLingva. The classification accuracy of the parametric model was identified as 80%, which ensures its high reliability and allows for the data obtained to be employed in linguistic expertise, as well as for in automated linguistic profiling of texts. The prospect of the research implies installation of the model in RuLingva and development of similar models for texts of other subject domains.

Development of an Electronic Decision Aid Tool to Facilitate Mainstream Genetic Testing in Ovarian Cancer Patients.

Multigene panel testing is an important component of cancer treatment plans and risk assessment, but there are many different panel options and choosing the most appropriate panel can be challenging for health care providers and patients. Electronic tools have been proposed to help patients make informed decisions about which gene panel to choose by considering their preferences and priorities. An electronic decision aid (DA) tool was developed in line with the International Patient Decision Aids Standards collaboration. The multidisciplinary project team collaborated with an external health care communications agency and the MGH Cancer Center Patient and Family Advisory Council (PFAC) to develop the DA. Surveys of genetic counselors and patients were used to scope the content, and alpha testing was used to refine the design and content. Surveys of genetic counselors (n = 12) and patients (n = 228) identified common themes in discussing panel size and strategies for helping patients decide between panels and in identifying confusing terms for patients and distribution of patients' choices. The DA, organized into 2 major sections, provides educational text, graphics, and videos to guide patients through the decision-making process. Alpha testing feedback from the PFAC (n = 4), genetic counselors (n = 3) and a group of lay people (n = 8) identified areas to improve navigation, simplify wording, and improve layout. The DA developed in this study has the potential to facilitate informed decision-making by patients regarding cancer genetic testing. The distinctive feature of this DA is that it addresses the specific question of which multigene panel may be most suitable for the patient. Its acceptability and effectiveness will be evaluated in future studies.

The educational text in integrative teaching of Russian as a native language in schools of Kazakhstan

Relevance. Language teaching in schools of the Republic of Kazakhstan (RK) is implemented considering all current trends and includes the use of innovative methods. Special attention in the process of language education in schools of the Republic of Kazakhstan is paid to the study of Kazakh, English, and Russian languages.Purpose. The purpose is to conduct an investigation on the linguodidactic possibilities of integrated learning among students in educational institutions with Russian as the language of instruction and to assess the effectiveness of the author�s integrated course in teaching the Russian language as a native language.Methodology. To achieve this goal, methods of analysis and synthesis, comparison, observing the educational process, and a specially developed author�s experimental programme of integrative teaching of the Russian language in communication lessons were used.Results. The study describes the linguodidactic possibilities of integrative teaching of the Russian language in the conditions of updating the content of school education in the Republic of Kazakhstan. The possibilities of the educational text in teaching Russian as a native language are described. An attempt is made to identify the educational potential of the educational text as an integrative category. A study was conducted among tenth-grade students of the Municipal State Institution �Secondary School No. 125� of Almaty, which demonstrated the effectiveness of the developed experimental programme of integrative learning. Examples of specific tasks from the tested experimental programme are given and their effectiveness is determined. The views of teachers and schoolchildren on the approved programme and its effectiveness are identified.Conclusions. The results can be used by teachers of the Russian language in schools of the Republic of Kazakhstan to improve the quality of the educational process, by the management of educational institutions when compiling a school educational programme and introducing integrative courses into it.

THE STRUCTURE OF LEARNING QUESTIONS FOR THE PURPOSES OF GROWING STUDENTS' COGNITIVE META-COMPETENCEMENTS

In the article, based on the meta -competence and institutional-culturological approaches developed in the school of general methodology of conceptual constructs of system-thought-activity modeling, the goal is to develop technological solutions for the formation of students ' cognitive meta -competences. In educational activities, a hierarchy of educational processes is defined: the main one is the creation of educational texts by students, the auxiliary one is work with literature, the service one is classroom activity. Based on the structure of educational processes, three roles of a teacher are defined: an assistant in mastering a professional language, a source of professional opinion, and a model of professional ethics. The role of classroom taking notes and asking the teacher of educational questions in the formation of cognitive meta-competences is shown. The differences between educational and non-educational questions and the structure of educational questions are given: for understanding, task, problematic, systemic and causal. The proposed technology of educational activity allows it to be applied in the formation of students' cognitive metacompetences, in the design and evaluation of educational literature, the creation of intelligent systems for the design of educational activities and the assessment of students' cognitive metacompetences.

LITERARY READING IN THE CLASSROOM

Objectives: The present article presents the contributions of literature in the development of reflection, showing that the literary texts cannot be considered solely from the evolution in the competence of interpretation of the texts, but also in the capacity of amplification of world view, reflection. In view of this situation, based on bibliographic investigations, the studio managed to deepen the contributions that literature provides to broaden the thinking of the student. Methods: In order to be able to carry out the approach, from the beginning the studio deals with Literature competences according to the BNCC (2017). Afterwards, it presents the competences in the teaching of literary texts, ending with an approach to Literature in the development of reflection. For him, it is based on Cosson (2018), Candido (2002) and Bunzen y Mendonça (2006). Concludes: Therefore, the study diagnosed how much literature contributed to the reflection of the aluminum, because there was an approximation of the educator with the author, using an identification and reflection of his own reality.

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

Teaching Foreign Speakers Algorithms for Working With a General Scientific Text: Initial Stage of Preparation

The article presents the technology of comprehensive work with general scientific text while studying the language of specialty by foreign students of engineering and technical field of preparation at the pre-university stage.The relevance of the study is determined by the scientific, theoretical and practical significance of the problems associated with the formation of competencies of foreigners necessary for communication in educational, scientific and professional spheres. The difficulty of foreign speakers’ perception of lexical and grammatical structures, understanding of an educational general scientific text and its production require teachers to use an effective methodological apparatus already at the stage of pre-university preparation.The novelty and scientific value of the research lies in the development of a system for working with the text in the language of specialty using tables and schemes that stimulate cognitive activity. The development and testing of a system for working with general scientific text using schemes that stimulate cognitive activity was carried out on the basis of Southwest State University as part of teaching the language of specialty to foreign students of e engineering and technical field of preparation at the pre-university stage.In the process of research, theoretical, empirical, pedagogical methods were used, such as analysis and synthesis of scientific literature, modeling, as well as observation of the educational process. The technology of comprehensive work with general scientific text is presented on the material of the text “Classification of inorganic substances”, studied in the topic “Classification of objects and phenomena” in the course of the discipline “Language of the educational and scientific sphere of communication” (engineering and technical field of preparation).The presented technology for working with general scientific text using tables and schemes contributes to the effective achievement of educational goals, development of student’s professional and communicative competence.

A new sentence embedding framework for the education and professional training domain with application to hierarchical multi-label text classification

In recent years, Natural Language Processing (NLP) has made significant advances through advanced general language embeddings, allowing breakthroughs in NLP tasks such as semantic similarity and text classification. However, complexity increases with hierarchical multi-label classification (HMC), where a single entity can belong to several hierarchically organized classes. In such complex situations, applied on specific-domain texts, such as the Education and professional training domain, general language embedding models often inadequately represent the unique terminologies and contextual nuances of a specialized domain. To tackle this problem, we present HMCCCProbT, a novel hierarchical multi-label text classification approach. This innovative framework chains multiple classifiers, where each individual classifier is built using a novel sentence-embedding method BERTEPro based on existing Transformer models, whose pre-training has been extended on education and professional training texts, before being fine-tuned on several NLP tasks. Each individual classifier is responsible for the predictions of a given hierarchical level and propagates local probability predictions augmented with the input feature vectors to the classifier in charge of the subsequent level. HMCCCProbT tackles issues of model scalability and semantic interpretation, offering a powerful solution to the challenges of domain-specific hierarchical multi-label classification. Experiments over three domain-specific textual HMC datasets indicate the effectiveness of HMCCCProbT to compare favorably to state-of-the-art HMC algorithms in terms of classification accuracy and also the ability of BERTEPro to obtain better probability predictions, well suited to HMCCCProbT, than three other vector representation techniques.

A COMPARATIVE ANALYSIS OF NARRATIVE TEXT USING THE TRANSITIVITY SYSTEM AND ITS PEDAGOGICAL IMPLICATIONS

Teaching text has been an issue in the EFL context, especially narrative text that is frequently used in the coursebooks. This study compares a model narrative text from a coursebook with a student narrative text utilizing the transitivity system. The example student imitated the model text when writing her narrative. The analysis results show that despite the similarity of both texts that employ material processes at most in their stories, the student’s text involves more mental processes as the author expresses her mental states throughout the story. This might be caused by two possibilities: (1) The author of the model text uses many subtexts (Seger, 2011) and focuses more on the material process to give the readers an opportunity to interpret the participants' mental states in the story, while the author of the student text has not cognitively reached the use of subtext in a story as she is still a young learner and still in the early developmental phase. Or (2) the author of the student text tries to make the story more personal to engage with the reader as closely as possible. However, as the model text fulfills the social function, generic structure, lexico-grammatical, and experiential process, it influences the sample student's ability to compose a representative narrative text in general. Lastly, these results suggest that EFL teachers should examine the sample text before distributing it to students as a model text and conduct the teaching-learning process with the right genre-based approach stages.

Characteristics of General Language Teaching and Academic Language Teaching as a Foreign Language: Learner’s Views

Foreign language teaching is divided into general and special purpose language teaching. Foreign language education offers general language courses at five levels starting from A1 to C1. In addition to the four core language skills, grammar and vocabulary are also taught. Special-purpose language teaching is divided into two categories: professional and academic language. Academic language courses are also provided within a specific program and duration. This study compares general language teaching and academic language teaching based on learner views. Phenomenology, one of the qualitative research designs, was used in the study. In this context, the study data consists of the opinions of 64 learners in the Academic Turkish class at Sakarya University TÖMER. The learners were asked about the similarities and differences as well as the main features of these courses using a semi-structured interview form. The answers to the questions were analyzed by content analysis. This study identified 8 themes and 106 sub-themes. Although the themes occur at different frequencies in general language and academic language courses, the eight common themes are as follows: quality in teaching, purpose in teaching, subject in teaching, utilization of activities in teaching, language use in teaching, content in teaching, utilization of texts in teaching and process in teaching.

Visualising insecurity: the globalisation of China’s racist ‘counter-terror’ education

ABSTRACT This paper analyses the Chinese party-state’s production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences’ identities and insecurities. It focuses this analysis on education texts in China’s post-2012 ‘de-extremification’ and ‘re-education’ campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs’ own visibility strategies in global advocacy counter the party-state’s imagery by centring their lives and experiences. The article shows how these strategies can be used as resources for teaching about Chinese politics and society.

Investigating the Interplay between Text Difficulty and Prerequisite Relation Identification in Educational Texts

Prerequisite relations (PR) are fundamental in knowledge acquisition and the applications of Artificial Intelligence to distance learning, particularly with regard to personalized learning plans. The role of these relations is to specify the sequence of information acquisition necessary for understanding a target concept. Despite their significance, identifying PRs in educational texts is challenging, mainly due to the lack of systematic procedures for their identification on educational texts. This paper contributes to the ongoing research on PR identification by exploring the relationship between text difficulty, assessed across various linguistic properties and target audiences, and prerequisite relations. We conducted a crowd-based study on the novel task of prerequisite concept ordering. The study yielded preliminary yet valuable insights into the impact of text difficulty on the task. Such evidence sheds light on the need to account for the linguistic properties of texts when identifying PRs, thus advancing the field’s comprehension of PRs within the educational landscape. Ultimately, we hope that this work could foster novel linguistically-aware research on PR.

Поликодовые тексты в вузовском учебном чтении: методология исследования востребованности и эффективности использования. Статья вторая

Since complex polycode formations, simultaneously transmitting information through multiple channels, are increasingly substituting traditional educational texts, there arises a question whether such polycode texts are effective in university educational reading. The analysis and assessment of their demand and perception effectiveness requires new research methodologies. The research aims at testing the integrated use of quantitative and qualitative methods (surveys and focus groups) to study the demand and effectiveness of polycode texts for university students’ educational reading. The research is based on the concepts of polycode - primarily verbal-visual - text, their communications and ways of generating meanings by Marshall McLuhan, Roland Barthes, Hal Foster, Rudolf Arnheim, Will Eisner, Franjoise Barbe-Gall, Yury M. Lotman, Natalia V. Zlydneva, Maria K. Skaf, and others. The quantitative data were collected via an online questionnaire, while subjective perspectives were obtained via focus groups. The obtained data were considered as integrity and compared to identify their coincidences, contradictions, and correlations. The research has confirmed the hypothesis that an integrated approach to understanding and assessing the demand and effectiveness of polycode educational reading by university students provides the most reliable, valid data about the object and subject of research. The indicators obtained via the above methods, taken together and correlated with each other, are complementary and mutually adjusted; therefore, the integrated methodology gives a more well-grounded, more trustworthy, and broader picture of polycode text functioning in university education than those based on data collected via the above discussed methods separately. An integrated approach to the analysis and assessment of the demand and effectiveness of polycode educational text reading has never been applied in the Russian studies of polycode texts before. This attempt brought up the problem of students’ reading competencies for different types of educational content to comprehend the concept of the effectiveness of polycode educational reading by university students and identify its dependence both on the nature of the text and a number of other factors related to the skills of monocode text reading, visual literacy, and reader’s “cultural memory.” When compared, the survey and focus group results showed no direct correlation between the high demand for polycode texts and their effectiveness in university education. The identified reasons for the low effectiveness of polycode educational texts, which are so popular with students now, demonstrated the barriers faced by many students: (1) the lack of reading skills in at least one type of monocode educational text encumbers understanding and grasping the content of the polycode text embedded in it by its author; (2) the reader’s insufficient knowledge and cultural background prevents him/her from understanding any type of text, and first of all, structurally complex verbal-visual formations, requiring recoding of sign systems. The authors declare no conflicts of interests.

ИСТОРИЧЕСКАЯ ЛИЧНОСТЬ В КОНТЕКСТЕ ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОГО ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА: ИДЗУМО НО ОКУНИ

The figure of the legendary creator of the Kabuki theater is considered in the context of a cross-cultural analysis of text and graphic documents reflecting her activities. The article focuses on culture and art studies is devoted to the pictorial and sculpture images of Okuni, her literary portrait created by novelist Ariyoshi Sawako, as well as the methodology of using Englishlanguage versions of kabuki fragments in the educational process. The approach of Okuni's art researchers is related to the reconstruction of the psychological characteristics of the actress' personality in the context of the origin and development of Kabuki theater. The method of studying historical personalities, based on the integrated approach of B. G. Ananyev and the subject-activity approach of S. L. Rubinstein, as shown by the study of publications on Okuni, is relevant for broad interdisciplinary research, the results of which are applied in the field of art and humanities education. The English-language materials presented in this article can be useful as educational texts, implemented by teachers, postgraduates and students of art and humanitarian universities, translators, literary critics, historians, psychologists, cultural researchers.

Kreativno pisanje kao alternativa savremenom novinarstvu

Nedeljnik belongs to the type of the most modern weekly press in Serbia. In the crisis of the print media time, it has been surviving on the market for more than a decade and creating a new, creative public by placing texts created in creative writing. This magazine introduces new journalistic practices and genres by combining journalistic and literary techniques. Literary journalism is represented in journalistic texts and the works of writers. Nedeljnik is the best indicator that literary journalism can survive in the digital age. As well is also at a time when the audience is mostly informed on the Internet and looking for more entertaining and less educational texts.

Лексические средства отражения русского менталитета в текстах учебников по русскому языку как иностранному

The paper deals with the issue of representing the Russian mentality in the texts of Russian as a foreign language`s textbooks. When teaching Russian, through the language foreigners learn about the historically determined cultural codes of the people, the peculiarities of the national character and speech behaviour of Russian people. As a result of the study, the authors summarized the main features of the Russian mentality presented in 25 scientific works, analyzed the texts of 50 manuals on Russian as a foreign language, determined the means of reflecting the Russian mentality, and indicated the national features broadcast in educational texts. As the analysis showed, the texts of the Russian as a foreign language present the following features of the Russian mentality: hard work, laziness / passivity, caution in conducting business, ability to contemplate, love of freedom and fatalism, maximalism in expressing feelings and emotions, sociability, approval of cognitive activity, value of relationships. These qualities are translated through stable expressions of a metaphorical nature, stable expressions with nationally significant lexemes: longing, fate, soul, will; lexical and grammatical techniques (antithesis, anaphora, deixis, predicates, nominatives). As a basic method, a method of complex linguistic description was used, including methods of generalization, interpretation and classification of language facts. The results obtained during the analysis may be used in the development of new textbooks on Russian as a foreign language, more specifically aimed at developing the socio-cultural competence of students.

Research on the Integration and Development of Visual Professional Education and Book Creative Design Combined with Association Rule Mining

Abstract The visual professional education of existing colleges and universities can no longer meet the needs of the development of the times. In view of such a situation, this paper explores the integration and development of visual professional education and book creative design using association rule mining. Based on xAPI technology, a data collection platform has been designed to provide security, easy scalability, and real-time data acquisition for visual professional education and creative design text data acquisition. Afterward, the data is preprocessed so that it can be used for association rule mining in the future. The support degree, confidence degree, and enhancement degree of the two are defined to achieve the purpose of constructing the Apriori association rule mining analysis model for the fusion development of visual professional education and book and cultural and creative design. The analysis of the association rules of visual education and creative design shows that 10 association rules are obtained when the minimum support degree is 0.4. The minimum confidence degree is 0.6, and the confidence degree of the practical activities in visual professional education for the cultural elements and creative elements in book and creative design is 0.657, 0.619. The degree of enhancement is 0.709 and 1.021, and the correlation rules of all professional education and book and creative design show a synchronous enhancement of the correlation rules. Association rules show a synchronized enhancement of correlation.

АКСИОЛОГИЧЕСКИЕ СТРАТЕГИИ В МАСС-МЕДИАЛЬНОМ ДИСКУРСЕ

The article explores axiological strategies as tools of modelling pragmatic effects in popular-science and educational media discourses. The paper highlights the influencing potential of educational and popular science media texts. The empirical material analysis reveals the basic means of realizing the following axiological strategies: critical, optimizing and futurological.

Mining Text Value in Japanese Translation Teaching Based on KH Coder Text Data

Abstract Vocabulary serves as the cornerstone of Japanese translation instruction, with the identification of high-frequency terms within educational texts yielding significant pedagogical insights. This study employs the KH-Coder software to extract feature words frequently used in Japanese translation teaching materials. Through a combination of covariate network analysis, sentiment analysis, and hierarchical clustering, the paper delves into the intrinsic textual value of these educational resources. Furthermore, it integrates both generative and discriminative approaches to conduct dependency parsing of Japanese translation. By incorporating probabilistic functions, the methodology enhances contextual understanding, ensuring that each annotation unit within a sentence is optimally tagged. Analysis of the CGTT-35 corpus through KH-Coder reveals a list of the top 50 high-frequency words in Japanese translation teaching, each appearing over 100 times. This enables students to use these frequent words and sentence structures as cues to master common phrases and familiarize themselves with core content. The approach has proven effective in enhancing students’ receptivity to Japanese translation instruction and their comprehension capabilities, offering valuable implications for teaching strategies.

SCIENTIFIC AND METHODOLOGICAL ASPECTS OF CREATING QUANTIZED EDUCATIONAL TEXTS AND THEIR INTEGRATION INTO CHEMISTRY DISCIPLINES TEACHING

The article discusses the issues of creating pedagogical content based on the reconstruction of educational texts by the method of their quantization. The leading research method was a statistical survey of students on the subject of satisfaction with the method used in the process of mastering chemical disciplines. A model of scientific and methodological foundations for the creation of quantized texts is presented, which includes basic rules, principles and algorithms. The verification of the scientific and pedagogical correctness of the developed quantized content for chemical disciplines was carried out at the universities of Kazakhstan (Abai Kazakh National Pedagogical university, Sh.Ualikhanov university), this made it possible to scale the process of implementing educational technology more effectively. The authors describe the steps and recommendations for creating materials, taking into account the target audience, the level of detail, the structuring of the material and the choice of appropriate technological tools. An expert assessment of the possibility of using the quantization method in teaching other disciplines of natural science and humanities is given. The scientific and methodological component of this topic is also of particular importance, including the development of optimal strategies for integrating quantized texts into the educational process, adapting the content to modern educational standards and evaluating the effectiveness of such teaching methods. This approach makes it possible to provide high quality and modern education in the field of chemistry that meets the requirements of modern society.