DIDACTIC POTENTIAL OF MEDIATION-BASED TASKS IN DEVELOPING READING COMPREHENSION COMPETENCE
Keywords:
mediation, reading comprehension, mediation tasks, working with texts, reading strategies, information processing, summarization, paraphrasing, communicative competence, CEFR.Abstract
This thesis analyzes the didactic potential of mediation-based tasks in developing students’ reading comprehension competence in English language teaching. It highlights the importance of mediation tasks aimed at selecting, reformulating, summarizing, and conveying information from texts to others in transforming the reading process into an active, meaningful, and communicative activity.
References
1. Grabe W. Reading in a Second Language: Moving from Theory to Practice. — New York: Cambridge University Press, 2009. — 467 p.
2. Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. — Strasbourg: Council of Europe Publishing, 2020. — 278 p.
3. North B., Piccardo E. Developing Illustrative Descriptors of Aspects of Mediation for the Common European Framework of Reference (CEFR). — Strasbourg: Council of Europe, 2016. — 67 p.
4. Grabe W., Yamashita J. Reading in a Second Language: Moving from Theory to Practice. 2nd ed. — Cambridge: Cambridge University Press, 2022.
5. Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. — Cambridge: Cambridge University Press, 2001. — 260 p.
