Saint Petersburg State University (RUSSIAN FEDERATION)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 2715-2722
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
The research activity of students in the learning process is an integral part of their education at university. In the process of carrying out a research and preparing presentations on its results it is necessary to select a large amount of information, read the scientific literature (from annotations to monographs). It requires the development of learning skills to read academic texts. But as practice shows, the majority of students have difficulties not only in the preparation of an oral report, but also in reading scientific texts. To solve this problem, there are various methods, one of which is the technology of analytical reading.

Knowledge about the primary (i.e. texts created by the author for the first time) and secondary (i.e. texts based on already available) genres of scientific prose, the specifics of the structural and semantic components of scientific texts (title, introduction, the main part, conclusion), and the ability to apply various methods of analyzing the content of scientific texts, methods and techniques of analytical reading lie at the heart of this technology.

The technology of analytical reading as a process consists of several stages. The results of each phase of work are determined depending on the level of preparation of students, aims and objectives of the study of scientific texts.

At the first stage skills of working with primary and secondary genres of scientific prose are practiced, resulting in the formation of analytical reading skills. At the second stage students` abilities to apply different methods of analysis of scientific texts (for example, the method of deconstruction, the axiomatic method, the descriptive method) are formed. As a result, they analyze a scientific text fragment using different methods. At the third stage analytical reading skills of scientific texts (essay, report, thesis research, etc.) are developed. At the fourth stage students work with scientific vocabulary for the purpose of preparing a comprehensive statement on the basis of scientific concepts glossary. At the fifth step the ability of theoretical analysis of the scientific text is developed.

According to surveys of students, analytical reading technology help them develop skills and consolidate skills of working with scientific texts that is necessary for the performance of tasks of independent work, in scientific communication, and in research activities.

Thus, formed skills of working with scientific texts are indicators of a productive research activity of students in general. It is expressed primarily in mastering the logic of a scientific research, skillful using of research methods as well as in working with a variety of sources of information and presenting the results of research activities in various forms (articles, reports).
Student, research, scientific text, analytical reading.