Речевые сбои в письменном тексте первокурсника
The paper focuses on typical mystakes in writenn speech made by first-year students learning a new register of their native language. Interpretation of the reasons for these 'risk points' in vocabulary and grammar characteristic of contemporary Russian speech is given.
Mistakes in a written text can be different. Primary mistakes are caused by the lack of competence, while secondary mistakes result from author’s attempt to correct the text. The secondary mistakes often arise when the author thinks over different ways to express his/her idea. In this situation, mistakes are caused by the conflict of different formulations. The secondary mistakes are evidences of author’s high competence. Authors generally are able to correct these mistakes and find good variants to replace the wrong word or expression. One of the main tasks of the courses in Russian language is to encourage students to work with texts, look for the best formulations for their ideas.
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
The author presents the results of the recent study of project proposal presentations made by HSE graduates, and focuses largely on developing skills of academic writing. The materials presented can be useful for writing any type of an academic text.
The textbook is meant for students continuing to study English (levels B1-B2 according to the European Framework) and majoring in science. The exercises and tasks are aimed at developing speaking, writing and reading skills on the basis of authentic texts on the achievements of scientists rewarded the Nobel Prize in the years 2000-2014
This book is a collection of articles dealing with various aspects of grammatical relations and argument structure in the languages of Europe and North and Central Asia (LENCA). Topics covered with respect to individual languages are: split-intransitivity (Basque), causativization (Agul), transitives and causatives (Korean and Japanese), aspectual domain and quantification (Finnish and Udmurt), head-marking principles (Athabaskan languages), and pragmatics (Eastern Khanty and Xibe). Typology of argument-structure properties of ‘give’ (LENCA), typology of agreement systems, asymmetry in argument structure, typology of the Amdo Sprachbund, spatial realtors (Northeastern Turkic), core argument patterns (languages of Northern California), and typology of grammatical relations (LENCA) are the topics of articles based on cross-linguistic data. The broad empirical sweep and the fine-tuned theoretical analysis highlight the central role of argument structure and grammatical relations with respect to a plethora of linguistic phenomena.
The article deals with the development of Korean linguistics and the formation of their linguistic tradition. Four main periods are distinguished such as origin, formation, division of Korea and the modern period, which are represented by the Korean linguists’ landmark achievements. The Korean linguistic tradition developed evolutionarily, and in a hundred years formed into an independent science. Korean linguists of the period of origin and formation, following the empirical path in the study of their native language, were able to not only highlight the idiomatic features of the language but also anticipate some of the discoveries of European linguists for example onomasiological and semiological approaches to language learning, methods of contrastive analysis. The division of Korea into two states led to the emergence of two separate areas in Korean linguistics, which were based on the work of Ju Sigyeong. The similarity in modern studies of North Korean and South Korean linguists lies in their desire to study the issues of dialectology, compiling bilingual dictionaries and thesauruses, describing the history of the development of the Korean language as well as its place in typological and genealogical classifications
Most students come to their graduate programs with academic writing skills insufficient to excel in their studies. A lack of academic writing skills among graduate students has been a problem in a college of education at a large southeastern public research university where the project described in this article was implemented. To address this lack of academic writing skills, a new service, Writing Support Circles (WSCs), was designed and implemented for a small group of Latina students supported by a grant as a pilot program. WSCs are a series of workshops intended to create a community of learners who work together on improving their academic writing with guidance of a facilitator. The purpose of this article is to share the author’s experiences with designing and implementing WSCs with adult learners in a nonformal education setting at a university.
Considering specifi city of modernization processes in Russia, caused both by internal problems and Russias place in global economy, the author brings an attention to the question of features of standard-values system of Russian reformers. Results of the analysis of 12 values-blocks forming a basis of the variety of the standard-valuable systems of Russians are given.
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.