This study investigates the genesis of scientific writing and its implications for improving the methodology of teaching academic writing through a communicative-activity approach. It shows that scientific writing evolved from pre-scientific narrative genres to standardized academic publications, with core elements — terminology, logical structure, and argumentation — forming gradually. The influence of historical stages on contemporary teaching practices is evaluated. The study describes methods that cultivate students’ independent scientific thinking, research skills, and ability to structure knowledge coherently. It assesses the benefits of embedding practical writing tasks — mini-reviews, abstracts, analytical excerpts, and peer reviews — into genuine research contexts. It concludes that applying a communicative-activity approach transforms students from passive followers of formal norms into active participants in scientific communication, capable of producing original, well-argued texts.
| Mualliflar | Medentseva, Natalya, Меденцева, Наталья, Medentseva, Natalya |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-11-25 |
| Jild | 3 |
| Son | 10/S |
| Betlar | 14-20 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol3-iss10/s-pp14-20 |
DOI: 10.47689/2181-3701-vol3-iss10/s-pp14-20 · Maqolaning asl sahifasi
научная письменная речь, академическое письмо, коммуникативно-деятельностный подход, методика обучения, компетентность студентов, исследовательские навыки, историческая эволюция, scientific writing, academic writing, communicative-activity approach, methodology of teaching, student competence, research skills, historical evolution, ilmiy yozuv, akademik yozuv, kommunikativ-faoliyat yondashuvi, o‘qitish metodikasi, talaba kompetentsiyasi, tadqiqot ko‘nikmalari, tarixiy rivojlanish
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