A way to organize an informative reading of scientific and technical texts by setting questions aimed at complete understanding of the semantic content, coding and decoding the information. The questions can concern motivation, author’s hypothesis, controversial ideas, pros and contras, means and tools of a research, findings, etc.
Published in Chapter:
Practical Implementation of Integrative Bilingual Teaching/Learning at a Technical University
Eduard Krylov (Kalashnikov Izhevsk State Technical University, Russia)
Copyright: © 2020
|Pages: 20
DOI: 10.4018/978-1-7998-3266-9.ch006
Abstract
The value and importance of the integrative bilingual teaching/learning foreign language and engineering is building bridges between cognition and communication, finding ways for establishing a dynamic balance between them in the mind of an engineering student. This explains the choice of study exercises and activities, related to mental operations and psychological patterns. The chapter discusses the peculiarities of solving problems, other active exercises, and gives some practical recommendations. Here also is the eternal problem of CLIL-like integrative education: How much language? How much content? Concerning language material, it is determined by some basic volume, demand driven by professional duties and interests. All the suggested ideas were tested at a Russian technical university for years. The difficulties, findings, and results of the pilot projects for bachelors and masters are discussed.