Аксиологические основы обучения иностранным языкам в различных культурах
The article considers topical issues of foreign language teaching seen from the axiological angle of different cultures’ pedagogical paradigms and describes some typical characteristics of a number of pedagogical systems. A close attention is paid to various manifestations of the value components characteristic of various educational systems which reveal the existence of an axiological paradigm shift in teaching foreign languages.
Models of business cultures proposed by G.Hofstede and F.Trompenaars - Ch.HampdenTurner are widely used in cross-cultural management. At the same time, many researchers using the findings of cross-cultural comparisons obtained with the framework of the models, treat the basic concepts related to cultural values, on the basis of authors’ or common interpretations. I argue this is a flawed approach which has to be substituted by the usage of empirical indicators underlying the models. The problem is illustrated with the value dimension of individualism – collectivism.
Purpose. In 2013 and in 2014, Federal Law No. 73-FZ of 25 June 2002 “On Cultural Heritage Objects (Monuments of History and Culture) of the Nations of the Russian Federation” was amended, including, the conceptual apparatus of the cultural heritage system. The latter is divided into tangible and intangible objects; the material cultural heritage includes monuments of history and culture. Objects of cultural heritage, according to legislative definition, have a complex composite structure, which requires analysis and systematization, since at the moment this concept and related to it are used in other acts of substantive law, in particular, in the Criminal Code of the Russian Federation. Objects of cultural heritage, according to legislative definition, have a complex composite structure, which requires analysis and systematization, since at the moment this concept and related to it are used in other acts of substantive law, in particular, in the Criminal Code. Methodology: analysis, synthesis, legal, structural, functional, axiological methods. Conclusions. The object of cultural heritage has the following features: the immovable nature of the cultural heritage object (and associated movable objects and archaeological objects until they are included in the Museum Fund of the Russian Federation), anthropogenic character, age and cultural value of the cultural heritage object — is of fundamental importance as the basis for assigning the object the status of an object of cultural heritage, formal status in the Unified State Register of Objects of Cultural Heritage of the Russian Federation. Scientific and practical significance. The carried out research allows to specify the concept of objects of a cultural heritage and its component parts, thus, defining, in particular, subjects of crimes and offenses that encroach on monuments of history and culture. The findings of this study can be used to create regulatory legal acts that regulate the protection of cultural heritage sites, as well as to be applied in the training process in the training of specialists in the field of criminal and administrative law.
This article is devoted to the study of borrowed lexis penetration in the recipient language. The author represents the methods of loan words analysis and their usage in the process of foreign-language communication. The financial and economic terminology is taken as the material of the research. We define the types of lexical borrowing and types of teaching assignments which are designed to help students acquire these terminological units.
This volume focuses on innovative approaches to teaching foreign language courses offered to non-language degree students. It includes essays related to the innovative use of ICTs, new developments in methodology, approaches to course and materials design, and the contribution of language theory to foreign language teaching. As the book brings together researchers and practitioners working in a variety of contexts, it provides detailed insight into ways the same challenges are dealt with in different educational environments.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.