Об особенностях применения разделенного инфинитива в английском языке
The paper raises the problem of the split infinitive which is supposed to be an uncommongrammatical form. Foreign linguists have proposed two opposite points of view: prescriptive versus democratic. It is highly recommended that the split infinitive should not be used in academic English as grammarians still have not recognized it. Despite it, linguistic research of national corpora of the English language makes it clear that at presentthe split infinitive is being used actively. This grammatical unit is both a semantic element and an emphatic construction. With the view to developing a thoughtful attitude to language acquisition and eliciting students’ response to new linguistic elements, English language teachers should select didactic texts that can serve as an appropriate basis for developing exercises aimed at speaking and syntactic parsing.
The article deals with pedagogical and psychological grounds for using corpora in the classroom. The description of psychological principles behind data-driven approach and discovery learning with corpus data is given. The cognitive studies such as schemata theory and personal-construct theory are observed to show the advantages of concordance techniques. Some examples of new types of corpus and research-based activities are presented.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.