Формирование межкультурной компетенции при помощи художественных текстов в современном иноязычном образовании
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.
About readers of Russian modernis and popular magazines, 1900 - 1910
The techniques of developing law students’ reading competence and a detailed description of reading competence development stages have been suggested. An analysis of the Federal Penitentiary Service cadets’ reading skills is undertaken. The researchers present their experimental learning results in this article further to testing their model tasks for working with texts.
The articles cover issues of reading, reading competency, library development, as well as the prevention of abnormal development of the young reader.
This paper discusses the specifics of using the method of peer assessment in the process of learning a brief text summary in English by the students of non-linguistic specialties. In particular, the effectiveness and expediency of using peer assessment in teaching foreign languages are analyzed by the author. The empirical part of the research was conducted at the National Research University Higher School of Economics (Moscow, Russia), with a group of undergraduate students studying at the Faculty of Economics. The author relied on a well-developed methodological apparatus, with the purpose of obtaining the most accurate and reliable data and conducting an objective analysis. As a result, the author concludes that the method of peer assessment can solve a number of pedagogical problems: increasing responsibility and autonomy of students; providing a deeper understanding of the subject; developing learning skills; stimulating each student to become an active worker and appraiser; developing critical thinking, etc. In addition, the method of peer assessment focuses on the maximum involvement of students in the learning process, which contributes to better learning motivation. More than that, it develops a supportive learning environment, in which our students could feel comfortable and fully trust each other and their teachers. The research results can be used to develop a more effective methodology for teaching foreign languages at non-linguistic specialties, as well as for conducting further research on related topics.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.