Didactic potential of intellectual games in teaching scanning

The authors consider the role of scanning in the formation of linguistic and general academic competences, the skills needed to find the necessary information in the text, the stages of work on the text, as well as the difficulties associated with the teaching of scanning. The focus is on the role of active reading and gamification elements in overcoming these difficulties. The aim of the paper is to establish the extent to which active pre-reading and teamwork in a competitive environment will affect students' motivation to learn scanning and the quality of the acquisition of information. The article gives recommendations on how to organize the learning of exploratory reading in the format of an intellectual game and gives an example of an intellectual game "What? Where? When?" on the basis of a country study text. The novelty of the research consists in the authors' proposed approach to intellectual games as a tool not only for assessing students' knowledge, but also for shaping students' scanning competence. The intellectual game which was held with the students of non-language specialties allowed to reveal the main advantages and difficulties of using such a format, to find ways of overcoming them, to work out the recommendations for conducting intellectual games based on the work with the text. The results allowed us to confirm the hypothesis about the increase of motivation to reading through intellectual game activity, the ability to concentrate on the content of the text and not only on the language aspect, as well as increasing the level of cognitive activity.

scanning, gamification, motivation, brain game, pre-reading stage, reading stage, after-reading, interdisciplinary competence, active reading, heuristic competence