Обучение аналитическому чтению на английском языке (на примере студентов экономического факультета)
This article examines the effectiveness of analytical reading in English as a method of teaching students of non-language specialties. The issues of using this method are investigated, its specificity and advantages are revealed. In addition, the results of the experiment are given, which made it possible to determine the effectiveness of analytical reading in English as a teaching method.
In the public discourse, cinematic views on the analysis of movies traditionally prevail. The author suggests another approach: in the course of the experiment aimed to reveal the audience's perception of the film „Welcome to Zombieland the author discovers an atypical interpretation of this horror film as an instrument of educating the young generation, those features of the ideological message of the film that can transform any genre into, it would seem, its complete opposite - a collection of contemporary society norms and behavior patterns. The main conclusion of the article is that the perception of a film is a complex social action which always goes beyond any cinematic interpretations.
The article is about the intercultural communication.
The article covers versions of intercultural communication modeling and their implications for intercultural communication discourse modeling. An intercultural communication discourse integrates both elements of an intercultural communication system (Self- Other), and their dynamics. As a result, an intercultural communication discourse model is viewed as a cyclic model of the language personality development.
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.