Организация работы по подготовке диплома на английском языке
The paper considers the problem of organisation of EAP classes aimed at developing students’ research competencies that are to be realized in the process of preparing their graduation thesis. The following stages are suggested: designing the research, introducing students to the formalities and technicalities of writing a research paper, developing academic skills. This diversity of the tasks poses a number of challenges for the stakeholders of the educational process requiring certain techniques to overcome them.
The brochure presents the curriculum for third- and fourth-year students of Higher School of Economics, studying English as a second language at the Department of World Economy and International Affairs.
«Bankruptcy» Concept Within the Legal Linguistics Coordinates: Russian–English–French Approximations
The article addresses the notion of bankruptcy as perceived by speakers of current Russian, English and French languages both lawyers and participants in professional communication from other trades. Semantic structure of the term is identified based on its lexicographic and regulatory definitions.
The report features the experience of mastering the norms of political correctness in the English language by HSE students by means of creative assignments.
Developing academic skills is a major purpose of foreign language studies. Reading skills are prior to raising language competence. Mastering different kinds of reading (skimming, reading for gist, scanning, reading for detail) leads to a general increase of language skills. The teacher's task is to train students to know what to learn and how to learn it. The article covers modern approaches to teaching reading skills.
Since Russia entered the Bologna process in 2003, the pressure to publish in Russian universities has been steadily increasing. Language instructors supposedly have had the advantage of being proficient in English, so they may be hypothesized as productive in terms of academic publications. Despite the requirements imposed by Russian universities and the support they provide, it has not been the case. To reveal the factors that have prevented this large group from being represented in academic journals and the factors that may encourage them to write for publication, a survey was administered to language teachers representing 37 universities based in different parts of Russia. One hundred and forty instructors completed the survey. The results of the survey allowed the researcher to compare the language instructors who have had a considerable publication track record and those who have not in terms of attitudes, skills, and practices. The survey results were supplemented by the findings of semi-structured in-depth interviews with 10 successful writers. Results showed that time constraints, research incompetence, unfamiliarity with Anglo-American academic conventions, the absence of a supportive environment, and low motivation pose major difficulties. Implications for institutional policies and individual strategies were extrapolated from the analysis of the results. The findings may be relevant to contexts where English is taught at the university level and where publication activity is an institutional requirement for university language instructors.
Supplementary material to “Economics” by Ch. St. J. Yates to develop reading, writing, listening, speaking academic skills. And to master economic terms.
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.