Формирование стратегий учебной автономности студентов на основе курса "Английский язык для академических целей"
The article addresses the issue of student autonomy in an EAP context. Learner autonomy is looked upon as one of the purposes and prerequisites of tertiary education. Ways of realizing learner autonomy through classroom practice are offered.
The article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
The paper describes a pilot project investigating the use of a teacher-made website for enhancing learner autonomy and the overall English language proficiency of second-year students in Psychology programs.
The paper focuses on the pilot project investigating the use of a teacher-made website to enhance learner autonomy and improve the overall English language proficiency of first-year undergraduate students in Psychology programs.
The use of 1st person pronouns - one of the most obvious strategies of authorial presence - and their pragmatic functions in academic texts have been the subject of many corpus-based studies. It has been shown that pronoun use can vary from discipline to discipline and from culture to culture. This paper presents a comparative study of the use of 1st-person pronouns in English and Russian research articles in sociology. The study employs both qualitative and quantitative approaches, including frequency counts and discourse analysis of a small corpus of research articles (40 single-authored articles in sociology: 20 in English and 20 in Russian). The analysis shows that the authors writing in Russian tend to use fewer 1st-person pronouns compared to the authors writing in English. Moreover, pragmatic functions of the pronouns are quite different in English and in Russian research articles. In this paper I will argue that these differences originate in the traditional collectivist approach to scholarly work that informs Russian academic discourse. In the concluding section, I discuss the implications of these findings for EAP pedagogies, especially for “English for Publication” courses.
The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given.
This volume contains a selection of papers from the Biennial BALEAP Conference held at the University of Nottingham, UK in April 2013. The papers reflect various aspects of the conference theme: ‘The Janus Moment in EAP: Revisiting the Past and Building the Future’.
Several papers cover perennial, yet still important, aspects of EAP, such as academic speaking, academic writing and assessment. Others describe and evaluate developments in the field, or how materials, practice, programmes and outcomes are being developed. Most research and interventions described here contribute directly towards either student or teacher engagement, or both. Perhaps unsurprisingly, both the opportunities offered and the challenges posed by technology feature too. The position of EAP in academic institutions, a common topic of debate, recurs within the volume, as does inevitable change faced by the profession.
Taken together, the papers provide a wide-ranging cross-section of EAP activity and thought. This cross-section is necessarily partial; even so, the volume represents the variety and energy which characterises EAP today.
BALEAP, the global forum for EAP professionals, supports the professional development of those involved in learning, teaching, scholarship and research in EAP in order to enhance its quality in institutions of further and higher education.
This paper is concerned with some issues of English for Occupational Purposes and English for Academic Purposes. The main objective of the paper is to describe possible approaches to integrating EOP and EAP on the basis of the pilot English for Specific Academic Purposes course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.