This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.
The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).
Наукові записки. Серія: педагогіка. -2018. -№ 2. 81 3. Критерії оцінювання навчальних досягнень учнів 5-10 класів з української мови. [Електронний ресурс] -Режим доступу: https://mon.gov.ua/. 4. Програма для 5-9 класів загальноосвітніх навчальних закладів з українською мовою навчання (зі змінами, внесеними у 2017 році): наказ МОН України від 07.06.2017 р. № 804. [Електронний ресурс] -Режим доступу: https://mon.gov.ua/. 1. Golub N. B. Conceptual principles of the modern methodology of teaching the Ukrainian language in a comprehensive school / N. B. Golub // Ukrainian Pedagogical Journal. -2015. -No. 1. -P. 107-118. 2. State Standards for Basic and Comprehensive Secondary Education: Resolution of the Cabinet of Ministers of Ukraine dated 23.11.2011 No. 1392. Avaible at: http://zakon.rada.gov.ua/laws/show/1392-2011-%D0%BF. 3. Criteria for assessing academic achievements for students of grades 5-10 from the Ukrainian language. -Avaible at: https://mon.gov.ua/. 4. The program for pupils of 5-9 forms for comprehensive educational institutions with the Ukrainian language studing (with changes that were done in 2017): Order of the Ministry of Education of Ukraine from 07.06.2017 № 804. -Avaible at: https://mon.gov.ua/.
The article deals with the integrative and differentiated nature of the discipline Latin in the paradigm of education of philologists – specialists in Romance and Germanic languages. It is proved that Latin, integrating with a number of disciplines of professional training of philologists in the context of philological education, contributes to the theoretical training of linguists. At the same time, it is determined that the course of Latin should clearly meet the needs of future professionals, and thus take into account their professional orientation. Therefore, there is a need to differentiate the content of education depending on the specialty of philology students.
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