Методика и математика ключевых слов (рубрика: Методологическое, научно-методическое и кадровое обеспечение информатизации образования)
The analysis of various techniques of fostering critical thinking skills of students of non-language oriented higher educational institutions is carried out. Recommendations about the application of this technology for teaching receptive skills are provided. The realization of this technology and types of tasks connected with teaching listening and reading using textbooks materials used in business and professional English courses are givenin the article.
Although foreign language instruction has seen a big surge in the integration of technology-enhanced forms of delivery of knowledge and interaction, research focusing on the value of computer-mediated communication (CMC) in the language classroom has not been extensive and has not received wide coverage. This article examines and outlines general findings regarding the educational capacity, benefits and limitations of three major CMC tools (text-based chats, discussion boards and wikis) for enhancing foreign and second language acquisition processes. Some insights are offered into the importance of specific CMC tools for supporting the collaborative nature of learning and learner autonomy, fostering students’ reflection and critical thinking skills and affording higher motivational gains and engagement in the language learning process.
Second language (L2) speakers often experience difficulty discriminating speech sounds of the nonnative language, which can result in phonolexical ambiguity. We report two experiments that examine how L2 Russian speakers may utilize contextual constraints for phonolexical ambiguity resolution during speech comprehension. L2 ambiguous words constitute minimal pairs with palatalized and unpalatalized consonants in the Russian language, where the phonological feature of palatalization marks semantic, morphological, or syntactic distinctions between words. L2 performance is compared to that of a control group of Russian native speakers. The results demonstrate that L2 listeners rely on contextual information for meaning disambiguation during sentence comprehension, but that the relative reliance on different types of context is task specific.
The article examines the formation of monologue speech and the infl uence of linguistic laws of incorporation and contamination on this process. It contains analysis of the semantic structure of monologue carried out on the basis of key words and nuclear tones of theme centres and their prosodic depiction. The analysis was performed on spontaneous monologues. The results of the acoustic analysis and statistics data were obtained through the computer programme Speech Analyzer
Key concepts of a national cultural world are understood as key words. They are focused on different traits of a national character. National forms of languages and mentality are illustrated by examples from Russian, French, Austrian and German literatures and cultures.
The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.
A brief overview of the results of the classification of the RF-regions by the distributions of the EGE-scores in 2011 year is presented. The comparison analysis of these results with the results in 2010 year is made. The attempt to establish the factors that explain the variation of the region's distributions is made. The multiple linear regression for the average score under these factors is build.
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.