Semantic analysis of texts in a non-linguistic university based on Bloom’s taxonomy

Abstract

Methods of semantic analysis and the appeal to the semantic side of the language based on Bloom’s taxonomy in the Russian language classes at a non-linguistic university in the study and analysis of the text are actual. The role of Bloom’s taxonomy in the step-by-step implementation of the content analysis algorithm and its appeal to it lies in its consistency, i.e., in the mandatory stages of conscious learning, such as knowledge, understanding, application, analysis, and synthesis. The use of this method contributes not only to the processes of memorizing and reproducing facts, but also allows you to establish a connection with the previously received information, generalize, change, interpret and transform it.

In this regard, the text is an invaluable source of factual material that provides options for the diverse use of language units at various levels. In Russian language classes, the most effective methods for semantic text analysis are the associative method and the content analysis method. Tasks based on associations arouse students ‘ cognitive interest, and content analysis contributes to better assimilation of texts of different speech styles, including texts on the specialty.

Semantic analysis of texts based on Bloom’s taxonomy in a non-linguistic university contributes to the development of critical and creative thinking of students by forming the ability to determine the value of an idea based on a critical and objective consideration of arguments.