The purpose of present study is to use analytical activities while reading a literary text to influence to personality of a foreign language learner. The teacher’s tasks are not only to facilitate perceiving, comprehending, memorizing or reproducing processes, but to foreground personal capacities of deep understanding, rethinking and reconsidering as well as to empower reflecting and self-reflecting. The research uses multi-paradigmatic and interdisciplinary approaches; general scientific methods (analyses and syntheses, induction and deduction, comparison, hypothesis method); communicative methods. Research materials are reading assignments, practical activities and exercises being used to analyze English and French literary texts; lexical and semantic analysis, contextual analysis as well as project methodology. Only at the meta-cognitive level the student’s reflective and critical thinking characteristics can be effectively influenced or formed to learn more about their personal nature and essence, their own creative and analytical skills. The students should be able to reflect whether or not he/she comprehends the key ideas of the given literary text, its structure, the motivation of the character. Such activities are transformed into self-assessment activities, performing self-education, self-improving and self-discipling functions. In that sense, the implementation of meta-cognitive strategies gains more and more importance.
In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
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.
The coursebook is designed for students to acquire, practice, and master their communicative competence in academic writing in English, the focus being on fundamental and applied mathematics and computer science. The target of the book is to teach students to write research project proposals of their term papers, senior theses, and dissertations in the format of a research article which could prospectively be published in a Scopus- or We-of-Science-indexed journals. The book covers both academic writing and academic speaking, i.e. presenting research at conferences and defences.
The materials employed in the book are research articles published in international peer-reviewed journals, both full-text and excerpts.
The target audience comprises undergraduate students majoring in IT, fundamental and applied mathematics, and cyber- and information security. The book could also be of interest to students majoring in other STEM areas, both at the undergraduate and graduate levels.
The textbook is specially developed by Russian authors Olimpiada Ivanova and Marina Shilovskaya to provide practice in Russian State Exam (RSE) for high school students (10th and 11th forms) and also for university students. Structure and contents The book consists of 12 units each of which provides extra practice of the vocabulary, grammar, language and exam skills needed to take the Russian State Exam (RSE) in English. Wordlist B1—C1 covers the key vocabulary of each unit. It provides transcription of the words that Russian students may find difficult and collocations that will help them broaden their vocabulary and strengthen their writing and speaking skills. Vocabulary Exercises are based on the wordlist and additional vocabulary for each unit selected by the authors of the textbook. The exercises help students better memorise and practise the vocabulary frequently tested at RSE. Reading materials have been selected and adapted with a view of RSE specifications recommended by the Federal Institute of Pedagogical Measurement of the Russian Federation (FIPI)1 and the exercises have been developed in RSE format. Speaking activities help students practise their vocabulary and grammar, improve their fluency and accuracy and teach them to express their ideas more logically and confidently. Writing part contains exercises, sample tasks and model answers that enable students to better prepare for Task 39 (writing a personal letter) and Task 40 (writing an opinion essay) of RSE in foreign languages. All the exercises in the format of RSE are indicated with abbreviation RSE in brackets.