Keyword: «methodological tools»

The article discusses the issue of the reading literacy formation in the native (Yakut) and Russian languages. The relevance of the study is due to the importance of the successful formation of reading skills among primary school students as one of the basic educational outcomes and components of functional literacy, as well as to the lack of up-to-date data on the condition of reading activity in two languages and methods of its diagnostics at the modern stage of bilingual education development in the Republic of Sakha (Yakutia).The aim of the study is to describe the current state of reading activity in the Yakut and Russian languages and to work out diagnostic materials for the quality of reading literacy in bilingual children. The methodological basis of the research consists of situational, competence-based and empirical approaches, in which pedagogical observation was conducted in urban and rural schools, contextual questioning of three target groups (primary school teachers, parents of younger schoolchildren and students in grades 1-4 of Yakut schools). The results of previous research on the topic of bilingual education were reinterpreted in terms of reading skills, international methods of reading literacy measurements among primary school students and selected methodological developments were studied. As a result of the research, empirical data were obtained on the current state of reading activity of primary school students in two languages, including comparative aspects. Besides, diagnostic materials designed to identify the quality of reading literacy in their native (Yakut) and Russian languages were developed. The author came to the conclusion that diagnostic materials require prolonged experimental verification and testing in primary schools with the native language of instruction. The theoretical significance of the research lies in the concretization of the methodological and linguistic-didactic foundations of reading literacy formation among bilingual students. The practical significance is determined by the prospects for the maximum use of methodological recommendations and educational and practical materials in the educational activities by teachers at Yakut schools for the formation of reading literacy in the Sakha language among primary school students.

The relevance of the study is determined by the need to ensure continuity in the development of semiotic and symbolic skills in engineering students during the transition from secondary general education to professionally oriented foreign language instruction at university. The contradiction lies in the fact that basic skills in handling signs and symbols acquired at school do not ensure their automatic transfer into foreign-language professional communication without special methodological support. The aim of the work is to identify the lines of continuity in the development of these skills and to substantiate the methodological conditions for their effective actualization in the foreign-language environment of a technical university. The methodological framework is based on a systems approach, an analysis of semiotic and graphic means used in engineering practice, and the structure of professional competences as defined by the Federal State Educational Standard for Higher Education. The results of the study have shown that the key deficit is not the absence of skills as such, but the lack of formed strategies for recoding information (verbal into graphic and vice versa), interpreting foreign-language symbols and notations, and comparing national symbolic systems. A gap has been identified between analytical-synthetic skills in the native language and their productive use when working with foreign-language technical texts. The scientific novelty lies in the substantiation of three lines of development of semiotic and symbolic skills in the process of foreign-language training of engineers: transfer (the transfer of basic skills), adaptation (mastering the specifics of foreign-language symbols and standards), and integration (the synthesis of verbal and non-verbal means for solving professional tasks). The theoretical significance consists in clarifying the concept of "symbolic-graphic skills" as applied to teaching a foreign language at a technical university. The practical significance is determined by the developed methodological toolkit, which includes a system of tasks on recoding information, comparing symbolic systems, and a set of authentic texts with a graphic component, enabling the targeted development of skills in future engineers for independent work with symbolic and graphic information in a foreign language.