DOI: 
http://dx.doi.org/10.15293/1813-4718.2004.08
UDC: 
378.4
Grigorenko Anna Mikhailovna
Postgraduate Student, Department of Foreign Languages, Faculty of Humanitari-an Education, Novosibirsk State Technical University, a.m.grigorenko@yandex.ru, Novosibirsk

Attitude of Teachers to the Problem of Teaching Written Scientific Communication in a Foreign Language at a University

Abstract: 
The article is devoted to the analysis of the attitude of teachers to the problem of teaching written scientific communication in a foreign language at a university. The purpose of the article is to analyze the concept of “academic competence”, to identify the expectations and views of teachers of a foreign language on the process of forming academic writing skills in a foreign language while studying at a university, to search and justify the prospects for organizing and introducing teaching materials on academic writing in a foreign language in teaching practice of foreign language at a university. Methodology. The theoretical foundations of the study were the concepts of the formation of pedagogical conditions for teaching academic writing in English at a university (E. N. Merkulova), approaches to defining the concept of academic competence (T. N. Astafurova, G. N. Karopa, A. B. Bguashev). The study was conducted on the basis of a survey of teachers of the department of foreign languages of the humanities faculty of Novosibirsk State Technical University. The collection and analysis of the obtained data makes it possible to study the views of teachers of a foreign language on the prospect of introducing new material aimed at teaching academic writing in a foreign language, as well as identifying pedagogical conditions for teaching academic writing in a foreign language at a university. The article presents the results of a survey of teachers in order to identify their attitude towards teaching academic writing in a foreign language at a university, and also analyzes and substantiates the prospect of introducing a course in foreign language academic writing. In conclusion, it is concluded that teaching a genre such as an argumentative academic essay is a significant step in the formation of the basic skills of academic writing in a foreign language. The main requirements for the teacher of foreign language academic writing were identified, as well as the need to introduce teaching of academic writing in a foreign language in the learning process.
Keywords: 
teaching a foreign language, foreign language academic writing, academic communication, academic competence, academic essay
Please register
References: 

1. Andrianova, A. S., 2016. Academic competence as a structural component of educational competence. Philosophical and pedagogical problems of continuing education. Mogilev, pp. 199–203. (In Russ., abstract in Eng.).
2. Bguashev, A. B., Scar, V. P., Ioakimidi, Yu. A., 2017. Increasing the academic competence of students by means of educational activities. VSPU News, no. 10 (123), pp. 13–17 [online]. Available at: https://cyberleninka.ru/article/n/ povyshenie-akademicheskoy-kompetentnosti-studentov-sredstvami-vospitatelnoy-deyatelnosti (accessed: 05.06.2020). (In Russ., abstract in Eng.).
3. Kazdanyan, S. Sh., 2016. The paradigm in higher education as a factor in improving the quality of the educational process. Education Humanization, no. 6, pp. 85–91 [online]. Available at: https://cyberleninka.ru/article/n/paradigma-v-vysshem-obrazovanii-kak-fa... (accessed: 05.05.2020). (In Russ., abstract in Eng.).
4. Karopa, G. N., Ivanchenko, T. N., 2017. Intercultural academic competence of students of pedagogical specialties: theoretical and methodological aspects. Gaudeamus, no. 1, pp. 9–15 [online]. Available at: https://cyberleninka.ru/article/n/ mezhkulturnaya-akademicheskaya-kompetentnost-studentov-pedagogicheskih-spetsialnostey-teoreticheskie-i-metodicheskie-aspekty (accessed: 05.05.2020). (In Russ., abstract in Eng.).
5. Kashcheeva, A. V., 2017. Development of approaches to teaching writing in a foreign language. Problems of Modern Education, no. 6, pp. 127–138 [online]. Available at: https://cyberleninka.ru/article/n/razvitie-podhodov-k-obucheniyu-pismu-n... (accessed: 05.05.2020). (In Russ., abstract in Eng.).
6. Krutikova, O. N. «Academic writing» in the conditions of «Academic capitalism». Higher education in Russia, no. 5, pp. 43–47 [online]. Available at: https://cyberleninka.ru/article/n/ akademicheskoe-pismo-v-usloviyah-akademicheskogo-kapitalizma (accessed: 26.04.2020). (In Russ., abstract in Eng.).
7. Makovich, G. V., 2018. Development of academic writing competencies as a tool for implementing the state program to increase the competitiveness of science and education. Management Issues. Electronic Journal [online]. Available at: http://vestnik.uapa.ru/ru/issue/2018/01/02/ (accessed: 20.04.2020). (In Russ., abstract in Eng.).
8. Merkulova, E., 2016. Academic writing in English at a Russian university: problems and solutions. Political Mathematical Network Electronic Scientific Journal of the Kuban State Agrarian University, no. 123, pp. 742–762 [online]. Available at: https://cyberleninka.ru/article/n/akademicheskoe-pismo-na-angliyskom-yaz... (accessed:
17.04.2020). (In Russ., abstract in Eng.).
9. Rozhkova, N. A., 2015. Problems and prospects for the development of academic literacy of Russian-speaking students. Young Scientist, no. 6 (86), pp. 672–674 [online]. Available at: https://moluch.ru/archive/86/16295/ (accessed: 23.04.2020). (In Russ., abstract in Eng.).
10. Stepanov, B. E., 2011. The communicative measurement of science in the teaching of academic writing. Higher Education in Russia, no. 7, pp. 123–127 [online]. Available at: https:// cyberleninka.ru/article/n/kommunikativnoe-izmerenie-nauki-v-prepodavanii-akademicheskogo-pisma (accessed: 25.04.2020). (In Russ., abstract in Eng.).
11. Astafurova, T., Skrynnikova, I., Sytina, N., 2017. Methodology of mastering academic writing competence in English within program of university training. Advances in Social Science, Education and Humanities Research (ASSEHR), no. 97, pp. 280–284. (In Eng.).
12. Carlino, P., 2012. Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition. En Castello, M. y Donahue, C. University writing: Selves and Texts in Academic Societies. London: Emerald Group Publishing, pp. 217–238. (In Eng.).
13. Coffin, C., Curry, M., Goodman, Sh., Hewings, A., Lillis, Th., Swann, J., 2003. Teaching Academic Writing: A Toolkit for Higher Education. Simultaneously published in the USA and Canada by Routledge, 189 p. (In Eng.).
14. Fikri, A. W., 2017. Psychological Interference on the Student’s Academic Writing Process. The Social Sciences, no. 12, pp. 1056–1065. (In Eng.).
15. Floris, M. van Blankenstein, Nadira, S., Roeland, M. van der Rijst, Marleen, S. Danel, Aaltje, S. Bakker-van den Berg & Paul, W. van den B., 2019. How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, no. 45:2, pp. 209–225. (In Eng.).
16. Hundarenko, O., 2019. Challenges of Teaching Academic Writing Skills in ESL Classroom (Based on International Teaching Experience). Revista Românească pentru Educaţie Multidimensională, no. 11, iss. 4, pp. 70–83. (In Eng.).
17. James, K., 1988. Towards Autonomy in Academic Writing. Cahiers de l’APLIUT, no. 8-1-2, pp. 58–72. (In Eng.).
18. Richards, J. C., Miller, Sh. K., 2005. Doing Academic Writing in Education: Connecting the Personal and the professional. London, 212 p. (In Eng.).
19. Surastina, Dedi, F. S. O., 2018. Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis. International Journal of Instruction, no. 11 (2), pp. 15–24. (In Eng.).