Using Corpora in EFL Classrooms: the Case Study of IELTS Preparation
This article describes the gathered experience in using corpora in an IELTS preparation course. The practice demonstrates an attempt to reduce negative washback effects occurring when preparation courses just concentrate on the test format neglecting the importance of development of learners’ language skills and general study skills. Some corpus-based activities, which were used in a group of Russian university students for teaching vocabulary and writing, are provided. The author’s experience in using corpora proves such positive effects of corpus teaching as an increase in the learners’ understanding of usage patterns, drop in the number of collocation errors they make, enhancement of the students’ autonomy and self-correction skills.
This article presents the results of a study on the relationship of acculturation profiles of Russian-speaking immigrants in Belgium, the duration of their stay, and their socio-economic adaptation. The data came from a socio-psychological survey of 132 Russian-speaking immigrants in Belgium (first generation) and were processed using latent profile analysis. We found three latent groups with differing acculturation profiles, largely resembling integration, assimilation, and separation. We found that a more positive orientation towards the host society (assimilation and integration) was associated with more socio-economic adaptation; moreover, the group with an assimilation profile was more adapted than the group with an integration profile. Also, the level of socio-economic adaptation was higher for immigrants who have stayed in the host country for more than five years.
The work describes a source based on the collection of texts written by primary school pupils. The notation of tags - special marks for speech failures - is discussed. Typical mistakes in grammar and text structure are analyzed.
Abstract: skills and strategies which are in focus in an English for Academic Purposes course are described. The microskills and strategies to concentrate on in a Russian-speaking university audience are revealed. The outline of a lesson in which an abstract is produced is given.
This article analyses peculiarities of the third-generation textbook and formulates linguistic and didactic principles which it is based on. Their implementation is illustrated on the example of “French language: student’s book and workbook for academic bachelor course”. Structure, content, series of language activities and tasks to improve French communication skills through students’ effective learning practices are examined.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.