Целесообразность преподавания английского языка по системе IELTS в высших учебных заведениях России
The book includes proceedings of the 11th LATEUM (the Linguistic Association of the Teachers of English at the University of Moscow) International Conference - ELT and Linguistics 2013: New Strategies for Better Solutions. The conference focused on the current issues of teaching English as a foreign language and a range of its linguistic aspects, including Cognitive and Corpus-Based Discourse Studies in ELT, Teaching and Researching Business English, Literature and Translation, Media Discourse, Phonetics in ELT in Global English Context, Culture-Specific Component in Language Teaching and Research, Technology-Assisted Linguistic Research and Instruction, Language Testing and Assessment.
Supplementary material to “Economics” by Ch. St. J. Yates to develop reading, writing, listening, speaking academic skills. And to master economic terms.
English language teaching improvement has as its goal the communicative competence development within integration processes.Collocations are essential for communicative competence development. Collocations and different forms of unsupervised acquisition are compulsory components for IELTS preparation.
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.