Методика преподавания английского языка как международного: базовые положения
The article discusses the concept of teaching English as an International language. Theoretical aspects connected with the appearance of the present paradigm are discussed; special attention is given to the question of Intercultural communication, which is the basis of the EIL methodology. By the way, the essential and probably inevitable transfer from teaching English as a Foreign language to English as an International language is also noted. The main aim of the work is to highlight theoretical and practical moments, which are necessary to analyze in order to create maximum efficiency at the lessons of English.
Mastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate Superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises - all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods selection in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced proficiency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates - at home, abroad, or both.
The article deals with one of the most important issues in World Englishes studies, the creative use of global English, sometimes defined as ELF (English as a lingua franca) creativity. It is argued nowadays, that English language speakers living outside the Inner Circle of English (according to B. Kachru's terminology) are also entitled to its creative use. The artice addressed the ways in which English is used in a creative function in the Outer Circle and Expanding Circle of English countries with special reference to English-Russian contact situation.
This case study has two goals: (1) to present Russia’s experience in strengthening its student assessment system, and (2) to share lessons learned for the benefit of other countries that may be interested in strengthening their own student assessment systems. The paper examines reforms to the enabling context that supports educational assessment in Russia—that is, reforms that affected the policy framework and institutions, the development of human capacity, and funding sources. It then analyzes reforms to large‐scale assessments, examinations, and classroom assessment activities; identifies the driving forces that contributed to the reforms; and extracts key lessons about strengthening an educational assessment system.
Expanding Circle Englishes are gaining in recognition and acceptance. Yet, an analysis of recent issues of leading journals devoted to English in the global context demonstrates that fewer articles get published on the Expanding Circle than the Inner and Outer Circles. One explanation for this difference is simply that less research and scholarship on English in “the rest of the world” has been done. This paper sets out an agenda for WE research and scholarship on the Expanding Circle to address gaps in the literature that will reflect the sociolinguistic reality of English across and within the countries and regions of this circle and to broaden current understanding of the full range of users and uses of this language.
This paper sets out to review current approaches to world Englishes from a range of perspectives, from English studies to sociolinguistics, applied linguistics, lexicography, ‘popularizers’ and critical linguistics. It then proceeds to consider current debates on English worldwide and world Englishes, noting the recent criticisms of the world Englishes approach from a rhetoric of a critical linguistics ironically at odds with the realities of many educational settings.
Academic environment constraints, i.e. limited amount of EFL hours for non-majors, call for a careful consideration of the stakeholders' needs in curriculum design in higher education context of a non-English speakign country. Tailoring an EFL course to those needs lands itself into an integrated program, comprising several study areas. This article discusses a case of syllabus design, combining a traditional EFL component, academic skills training and major-specific content (Country Studies for International Affairs majors). The author discusses the application of a solf systems methodology (SSM) in the academic environment.
The paper examines reforms to the enabling context that supports educational assessment in Russia—that is, reforms that affected the policy framework and institutions, the development of human capacity, and funding sources. It then analyzes reforms to large‐scale assessments, examinations, and classroom assessment activities; identifies the driving forces that contributed to the reforms; and extracts key lessons about strengthening an educational assessment system.
This article presents an approach to the automatic generation of open cloze exercises that are based on real-life English texts. The exercise format is similar to the open cloze test used in Cambridge certificate exams (FCE, CAE, CPE). Two experiments were conducted to evaluate the usefulness on the machine-generated exercises and compare them with authentic Cambridge tests. The experiments showed that the generation method used was quite effective. With some customization, the presented method can be applied to generating similar exercises based on texts written in other languages.
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.