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Frame technology in textbooks for reading

Annotation

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.

Keywords

frame, frame-unit, hyperframe model, scenario, script, stereotypical and structural lexical and semantic features of mass media texts, stereotypical structure of exercises and tasks, soft skills of the 21st century, Quizlet, academic writing, “Flipped Classroom”

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DOI

10.20310/1810-0201-2021-26-195-75-86

UDC

372.881.111.1

Pages

75-86

References

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Received

2021-07-01

Section of issue

Theory and methods of foreign language teaching in higher school

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