Организация контроля в процессе обучения иностранных студентов (довузовский этап, учебно-профессиональная сфера общения)
The paper presents an analysis of comparative, conditional and prepositional constructions in the speech of heritage speakers of Russian and learners of Russian as a second language on the material from the Russian Learner Corpus.
The paper analyzes characteristics of academic language in science as an indispensable component of preparing foreign students for studying engineering at the university
A description of the nationally oriented training complex for learning Russian as a foreign language “V Dobryi Put’!” for German speakers which includes a textbook, an audio‑supplement, a video‑film and a test system is given. The computer-based training system, designed for this complex ensures effective teaching foreign students Russian phonetics, vocabulary, grammar, speech etiquette, and also facilitates the formation of the necessary communication skills.
On the body material in the article, common errors in the use and construction of the verb form are considered - from the theoretical and typological points of view. The data of the RLC educational building containing texts of students of the Russian language as a foreign language are used. Identified "weaknesses" in the assimilation of this topic by foreign students. An attempt was made to create a typology of errors. It is shown that the observed errors in the formation of verbs are generally expected; they are also confirmed by the result of the study. The article analyzes the possibilities of using the Russian educational building (RUK, Russian Learner Corpus - RLC) in the practice of teaching RCTs while studying the theme "verb type". A total of 900 examples of verbs are considered; errors in the verbs of the present, past and future tense are noted in 330 of them. The aim of the study is to clarify the derivation rules for the verb type and the rules for using species, as well as to analyze the types of errors issued by the academic building and to establish a correlation between the rule and usage.
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.