Профессионально ориентированное обучение иностранному языку в неязыковом вузе в контексте диалога культур
For improving efficiency of foreign language studies for professional purposes in nonlinguistic higher education establishments in the cultures dialogue context the contents of learningmust be completed with intercultural professional communication aspects including the knowledge of national cultures features of learning language country and understanding of their influence in different spheres of business life . The extension of contents of learning requires elaboration of new elective courses and creation of learning materials based on andragogical principles of learning taking into account adult learners’ specific characteristics.
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.