Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
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Achievement of comfortability as an integral component of organizing students’ independent foreign language hypertext reading

Irina V. Perlova
80,00 Р

UDC 37.09:811

https://doi.org/10.20339/AM.03-20.084          

I.V. Perlova is Cand.Sci. (Pedagogy), doc. at Perm National Research Polytechnic University e-mail: perl_telecom@mail.ru

 

Researched is the problem of effective adaptation by students Internet sources as to reading foreign language hypertexts. We can achieve it by arranging teaching process that takes into consideration necessary characteristics of foreign language Internet sources, in particular, maturity of reading lexicon-thesaurus, subject-oriented motivation, subject-informative readiness, students’ readiness for foreign language communication and reading Internet navigation maturity. In addition to internal characteristics, external conditions of independent work organization are also quite important. They are accessibility, multimedia capability and comfortable environment. However, the key principle of teaching process organization is provision of comfortability as an integral constituent of all characteristics of foreign language independent hypertext reading to achieve maximal efficiency of this activity. The teaching process consists of three stages i.e. survey to learn students’ maturity level of activity under study skills, their attitude to it, time and place to do it, to clarify the list of assigned tasks, to find out reasons, preventing independent foreign language hypertext reading. The second stage is independent work but under teacher’s control, that presumes individual approach to students to provide their comfortability. Finally comes real independent reading corresponding to all required characteristics, making it fruitful, efficient and comfortable due to students’ formed intellectual abilities and skills.

Key words: independent reading, foreign language hypertext, characteristics of independent foreign language reading, lexicon-thesaurus, subject-oriented motivation, subject-informative readiness, readiness for foreign language communication, Internet navigation maturity, comfortability of independent reading.

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