Frame technology in textbooks for reading
https://doi.org/10.20310/1810-0201-2021-26-195-75-86
Abstract
We reveal means of knowledge representation (frame, script and plan) and M. Minskiy’s hierarchical structure of the frame. It highlights different means of applying the frame theory to the native pedagogics as a frame pedagogical technology which enables students to enlarge the volume of knowledge under study without enlarging the volume of time spent on it; as a way of arranging the vocabulary necessary for a text comprehension and as a way of compiling a student’s dictionary. We offer a hyperframe model “A Manual for Master’s Degree Students in International Relations”. We analyze stereotypical and structural lexical and semantic features of mass media texts included into this hyperframe. We focuse on the stereotypical structure of exercises and tasks circulating in the hyperframe: pre-text, text and after-text. The article stresses the importance of stereotypical tasks in each module, like “Agree/Disagree” and “Discussion Points” in order to further develop the soft skills of the 21st century. We offer Quizlet as a way of electronic means of learning new vocabulary and prove the necessity of including tasks aimed at the development of academic writing. The study also points out the pedagogical technology “Flipped Classroom” as one of the methods of working with the textbooks for Reading.
About the Author
G. N. Nasyrova
Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation
Russian Federation
Russian Federation
Gulnara N. Nasyrova, Candidate of Philology, Associate Professor of English Language Department
53/2 Ostozhenka St., bldg. 1, Moscow 119021
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Review
For citations:
Nasyrova G.N. Frame technology in textbooks for reading. Tambov University Review. Series: Humanities. 2021;26(195):75-86. (In Russ.) https://doi.org/10.20310/1810-0201-2021-26-195-75-86
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