(2018) Science and education, 4, 49-55. Odessa.

Nataliya Mykytenko,
Doctor of Pedagogy, professor,
Department of Foreign Languages for Sciences,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
Nadiia Kish,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
State University “Uzhhorod National University”,
14, Universytetska Str., Uzhhorod, Ukraine,
Olesia Stoika,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
State University “Uzhhorod National University”,
14, Universytetska Str., Uzhhorod, Ukraine

TECHNOLOGY OF TEACHING FOREIGN LANGUAGE ACADEMIC
WRITING TO STUDENTS OF NON-PHILOLOGICAL SPECIALITIES

The article deals with the issue of effective technologies of teaching academic writing to students of nonphilological specialities with regard to the realities of Ukrainian higher educational institutions. The purpose of the article is to substantiate the technology of teaching academic writing and to validate its effectiveness experimentally on the basis of Uzhhorod National University. The theoretical (content-analysis of the sources of subject study, arrangement and generalization of theoretical assumptions, substantiation and elaboration of the technology model) and empirical research methods (scientific observation, methodological experiment, methods of mathematical statistics) were used to achieve the research goal. It has been justified that creation of the product of foreign language academic writing requires the students of non-philological specialties to possess the following skills: to define intention and main idea of utterance, to see connection between expressed thoughts; to correctly use lexical units, namely terms in the professional filed; to correctly use grammatical structures that comply with a certain genre of academic written communication; to classify and evaluate the role of lexical, grammatical and stylistic tools of foreign language in effectiveness of message transfer; to understand influence of the chosen verbal means on effectiveness of speaking and addressee’s communicative intention. The model of teaching technology of academic writing has been presented. The effectiveness of suggested technology of teaching academic writing to students of non-philological specialities has been proved by two-staged methodological experiment.

teaching academic writing, academic written communication, product, students of non-philological specialities, skills, techniques, technology of teaching.

1. Academic writing. Retrieved from: https://sydney.edu.au/students/writing.html.
2. Andrade, H., Valtcheva, A. (2009). Promoting Learning and Achievement through Self-Assessment. Theory Into Practice, 48, 1, 12-19.
3. Andrade, H., Wang, Y. Du. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practice, 2, 3-13.
4. Curry, M., Hewings, A. (2003). Approaches to teaching writing. Teaching academic writing: a toolkit for higher education. London & New York: Routledge.
5. Dudley-Evans, T., St John, M. J. (1998). Developments in English for Specific Purposes. A multydisciplinary approach. Cambridge: Cambridge University Press.
6. Mykytenko, N., Sulym, V., Kozolup, M. (2017). Developing academic literacy: EAP for Science Majors. Lviv: LNU.
7. Rhetoric and Composition Outcomes. Northern Illinois University. Department of English. Retrieved from: http://www.engl.niu.edu/composition/outcomes.html.
8. Struhanets, L. (2000). Kultura movy. Slovnyk terminiv [Culture of speech. Dictionary of terms]. Ternopil: Bohdan [in Ukrainian].
9. Yakhontova, T. V. (2003). English Academic Writing for Students and Researchers. Lviv: PAIS.