Чтобы проводить семинарские занятия по английскому языку, включающие эффективные стратегии обучения, преподавателю необходимо учитывать индивидные, субъектные и личностные свойства обучающихся. В статье рассматривается индивидуализированный раздаточный материал (ИРМ), созданный на основе концепции индивидуализации. ИРМ предназначен для того, чтобы помочь студентам активно участвовать в процессе обучения, повысить продуктивность обучения и компенсировать недостающие способности в процессе изучения английского языка. Результаты исследования показывают, что использование ИРМ способствует повышению таких качеств речевого высказывания как целенаправленность, содержательность речи и логика высказывания.
Quality is such a logical category that pervades all sphere of our life. Life would be grey and boring if there were not quality in it. We suggest that quality is expressed, fixed, manifested, represented on a lot of language levels and interlevels as well. We attempt to show that even a verb whose nature is not to represent the logical-semantic quality in its pure form includes a qualitative component in its sentagmemic structure.
This research studies the syntagmemic structure of verbs and their correlations with their logical-semantic quality. The verb reveals the processual peculiarities of the quality. The logical-semantic quality is fixed in verb semantics in terms of its propositional relations, which are implicit in a verb. The quality represented by a verb is concomitant as it goes together with the relationality, the main component of a verb syntagmeme. This work accounts for the implicitness in regards to the words whose semantic components have no direct expression in a language. The work studies the affect of the verbal part of speech categorization on the manifestation of quality in a language as well. This research employs the method of morphothemic analysis, suggested by Fefilov (1997). This method is particularly useful in studying the nature of word semantics, its structure, and correlation with the concept.
The aim of the paper is to examine Facebook postings from an ecological language perspective as a special type of discourse of “everyday life” with an orientating function, to evaluate the environmental potential of this network that influences the character of the posts, and to determine cultural differences in thinking and expressing birthday greetings on the Facebook platform. The paper outlines some specific features of the Facebook environment or niche such as the reduced characters of the message, the use of abbreviations, simple structures, merging and interaction of written and spoken languages, and the use of graphical signs to convey emotions. The methodological approach was to compile a database by randomly gathering, from various Facebook timelines, 680 birthday postings in Russian, American English, German, and French. The posts were then analyzed according to three dimensions: (1) focus of the greetings on the specific day or years to come / life in general (Western vs. non-Western countries, analytical vs. holistic mindsets); (2) use of nominal structures; (3) stress/emphasis on characteristic features of a person, compliments. Various psycholinguistic and cultural aspects of the verbal greetings from the timelines of Russian, American, German, and French users of the social net are singled out in terms of holistic and analytical types of critical thinking. The data collection shows that while Russians and Germans predominantly display holistic thinking, as expressed in birthday postings of a general character and wishes in general for the upcoming year or years to come, Americans and the French display analytical thinking as their birthday posts are more focused on that special day. Most birthday postings are usually short and have one similar pattern. Americans use a lot of praise and stress personal relations. French postings are very emotional often expressing love and kisses. This study shows that analysis of Facebook birthday postings should be multimodal and complex, taking into account a complex interaction of a number of internal and external factors and a personal inclusion into socio-cultural interactions.
The current research is devoted to the comparative and contrastive analysis of Donald Trump’s victory and inaugural speeches. Its objective is to identify their similarities and differences from the functional and linguistic points of view. The research consists of several stages. First, the two genres of discourse in question are defined. Then, an overview of their functions is provided. Next, the linguistic means of performing them are analyzed. The results of the research indicate that, due to their main goals, the genres in question express certain functions, which can be verbally expressed in various ways: in Trump’s victory speech the inspirative function comes to the fore, while in his inaugural address the integrative and the performative functions dominate the other ones. Furthermore, in each case linguistic peculiarities correlate with the functions: in the victory speech the focus is on the 'greatness' of everything and everyone, whereas in the inaugural speech words connected with patriotism prevail, which is expressed mostly by means of personal pronouns. The results of the current research may function as a basis for further analysis of the genre of the victory speech as it has not received enough scholarly attention yet and of the peculiarities of Donald Trump’s political discourse.
Young people’s interest in taking international exams, such as IELTS, results from student mobility and their willingness to appraise language abilities. In this case, irrespective of their professional domains, L2 learners are submitted to Academic Writing Task One that implies comprehending graphic information and processing it in written discourse. The gap between a host of graph description tests and an insignificant number of efficient teaching methods have provided a rationale for the current study. It focuses on graph description as a cognitive, psychological and educational process and employs the analysis method in the theoretical section. The data derived from scientific investigations has revealed the key pillars of successful written graph presentation: the combination of all four main skills, i.e. reading, listening, writing, and speaking; skills transfer; critical thinking and writing; appropriate use of style; graphic literacy. Based on the action research design method, the study has quested for peculiar language problems detrimental to processing the graph description task. It is concluded that the “constant nudging” method, a skills transfer, the use of appropriate vocabulary for describing trends alongside academic functional phrases and grammar features, the analysis of mass media information with numeric data are solutions to graph description issues.
Описаны графические и функциональные алгоритмы согласования времен в английской грамматике для эффективного образования и автоматизированных систем синтеза и редактирования текста.
В статье рассматриваются вопросы профессионального роста преподавателей в вузе, в частности, преподавателей английского языка; анализируются мнения преподавателей английского языка НИУ ВШЭ, а также проводится параллель между стремлением преподавателей к профессиональному росту и их профессионализмом.
Данная статья представляет собой результат исследования мотивационного поведения студентов при овладении новыми компетенциями, затрагивает проблему усиления внутренней мотивации студентов как основного средства для получения долговременных знаний.
В статье рассматриваются вопросы профессионального роста преподавателей английского языка в вузе, в частности, роль научных семинаров, секций, исследовательских групп и портфолио преподавателей, а также анализируются мнения преподавателей английского языка НИУ ВШЭ.
Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment. In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils. The present study examined major differences between language olympiads and traditional forms of language assessment. A comparison of five main olympiads in the English language in terms of their levels, assessed skills and task types is made and their distinctive features are outlined. The results of a testing of a new written olympiad of the Higher School of Economics “Vysshaya proba” (Highest Degree) in the English language are analyzed. A set of test items was developed for 120 secondary school pupils in Moscow to find out whether they can easily cope with non-traditional form of assessment, which is language olympiad. The results indicate that language competition as a form of alternative assessment may be introduced at schools to encourage better learning.