LINGUOSTYLISTIC ANALYSIS OF SCIENTIFIC TEXT AS A METHOD FOR IMPROVING ACADEMIC WRITING SKILLS

Abstract

Academic writing, in its modern interpretation, originated more than a century ago and continues to evolve to this day. Although its methodological foundations were established earlier in Western countries, in Kazakhstan academic writing has gained particular relevance in recent years. This is explained by Kazakhstan’s aspiration to establish cooperation with the global academic community in order to exchange advanced ideas in the fields of science and education. Consequently, questions have arisen regarding the improvement of the quality of scientific works. The purpose of this article is to provide a theoretical overview and practical demonstration of the linguo-stylistic analysis of scientific texts as an optimal method for developing academic writing skills. The scientific significance of the study lies in identifying criteria for selecting academic texts whose content should be oriented toward the students’ future professional activities and possess distinctive features of the scientific style. The practical value of the article is manifested in the application of theoretical findings to the writing of texts across various genres of scientific discourse. The research methodology is based on the analysis and synthesis of scientific and pedagogical literature. The article examines scholars’ perspectives on improving academic writing skills within the framework of language disciplines, as an independent subject, and on the development of students’ research competencies throughout their university studies. As a result of the conducted research, the authors developed a model of linguo-stylistic analysis of a scientific text, which encompasses communicative and linguistic aspects, further divided into pragmatic, structural-semantic, and linguistic levels. The enhancement of academic writing skills is achievable through understanding the structure and linguistic features of a scientific text. For the first time, the article presents a comprehensive approach to working with the text, addressing both the structural and linguistic characteristics of academic writing. The practical significance of the research lies in the applicability of the proposed model of linguo-stylistic analysis and the criteria for text selection in teaching academic writing.