Sapukh T.V., Khuzina A.Kh.
HYPER-READING AS A NEW READING STRATEGY ^{[№ 1 ' 2021]}
The development of modern information technologies changes the forms of presenting educational material in modern learning conditions. On the one hand, there are new opportunities for the rational organization of the text (using the hypertext structure). On the other hand, due to the fragmentation of information, specific additional skills are required for more effective mastering of a foreign language.
In the course of our theoretical research, it was found that hyper-reading as a new reading strategy is a quick search for the required information, during which only individual fragments of text are read. It is based on ordinary types of reading. It makes it possible to use modern information technologies and includes the following techniques: filtering, skimming, non-linear selection, value determination, filming, borrowing, de-authorization and fragmentation. Filtering is associated with a greater degree of selectivity when working with nonlinear text. A quick scan allows for less reading. When determining the significance of a lexical unit, students clarify its meaning, they can make a commentary on the educational text. Filming involves relying on photo and video materials, taking into account the situation and context at the pre-text stage of work. Borrowing is aimed at structuring the educational material in accordance with the goals of the reader. De-authorization allows the reader to form his own idea of the content of the studied educational text, to interpret it. Fragmentation makes it possible to highlight the necessary fragments of text, to pay attention to the search for details or facts. These techniques are revealed in experimental work through a specially organized system of exercises for working with hypertext.
The study found that hyper-reading as a new reading strategy allows students to activate the knowledge, skills, and abilities associated with traditional types of reading via hypertext.

Sapuh T.V., Huzina A.H.
THE IMPLEMENTATION OF FOREIGN LANGUAGE READING STRATEGIES IN RELATION TO HYPERTEXT ^{[№ 4 ' 2019]}
Currently, the nonlinear structure of a foreign language text makes it possible to learn significant information quickly enough. Since such a structure is often used at a higher education institution, a lecturer’s task is to create linguodidactic conditions for the perception of new significant information. There are four stages of reading, at each of which the professor plays a certain role. Students work with new professionally relevant information in two different situations: in the audience and in the process of independent work. Accordingly, the activities of the professor are built in different ways. The aim of our study was to consider strategies for foreign language reading in relation to hypertext.
The lecturer’s tasks include teaching students to select appropriate reading strategies in modern conditions. The competent selection of tactics or elementary training actions matters. The activities of the lecturer are organizational in nature. He should teach students to carry out elementary learning activities in such a way that tactics make up an integrated complex, that is, a strategy. There are two groups of reading strategies: cognitive and metacognitive. The former ones are related to the formation and development of educational knowledge and skills, aimed at cognition. Using metacognitive strategies, it is possible to manage and regulate cognitive processes. Cognitive strategies, in turn, are divided into mnemonic strategies and textual, language strategies. As part of the consideration of a specific strategy, certain skills can be distinguished. In addition, special exercises are used to form and develop these skills as well as to apply tactics.
As for metacognitive strategies, they are more related to the process of independent work of students. The lecturer’s task is to teach students to properly build their own work. This means that students should plan their activities, anticipate the development of events, regulate educational activities consciously and analyze their own actions.

Mahrova M.V., Huzina A.H.
CRITERIA OF QUALITY OF THE HIGHER JURIDICAL EDUCATION ^{[№ 3 ' 2012]}
Article purpose is comparison of opinions of two commissions of experts. Professional juridical education is considered as social institute. On the basis of expert poll criteria of its efficiency are defined. Degree of readiness of students to professional legal activity also comes to light. The factors reducing quality of juridical education are specified.

Makhrova M.V., Khuzina A.Kh.
TO THE QUESTION ABOUT DETERMINATION OF LEGAL CAPACITY CRITERIA ^{[№ 2 ' 2008]}
The criteria of legal competence are analyzed in this article. Correlation of the concepts "capacity" and "competence" is regarded here. Comparison of two educational paradigms is given. One of them is oriented on knowledge, another is concerned of personality. Factors influenced on the level of legal competence are revealed in this work.