Lead-In как структурный элемент учебного модуля электронного образовательного ресурса по иностранному языку для специальных целей
The article describes the status of the Lead-in component of a Language for Special Purposes (LSP) electronic textbook module. The paper writers emphasize the significance of Lead-in within the module framework as it stimulates students’ cognitive and communicative activity at a single lesson as well as throughout a set of lessons. Various contents of the Lead-in section which depend on the module topic have been described. It has been proved that the Lead-in section predetermines the students’ further successful study and acquisition of the module material.
The present article looks at the professional and communicative competence of language teachers as integral part of their communicative competence which comprises the discourse both inside and outside of the classroom. The survey of 700 ESL-teachers in Russia and Great Britain shows that assessing L2 written works and commenting on them are amongst the most important communicative tasks in their professional life. Therefore, a set of exercises has been designed to prepare pre-service language teachers to respond to their students’ writing, and use written corrective feedback as a tool to facilitate and enhance students’ learning.
The report presents the results of a comparative analysis of logical and probabilistic safety threats structure modeling techniques. It is shown that general logic probabilistic method using the functional integrity of the scherme, is most preferred for use in the problems of the consolidated risk assessment.
Article is devoted to justification of opportunity fast and qualitatively synthesis of educational programs for training of specialists for use of unmanned aerial vehicles in ensuring transport safety.
The article analyses essential communicative tasks for trainee English language teachers from the employers’ point of view. It introduces previous research in the area, which is followed by an investigation of 20 American and British job adverts for school English teachers. Naming communicative functions more properly might help to design valid language training and assessment materials for trainee EFL-teachers.
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.