The purpose of the present research was to investigate the effect of integrating ways of teaching creative writing into traditional students' state exams preparation, typical for schools in Russia. Having analysed different theoretical sources, the organization of the teaching process in a variety of universities as well as summarizing and methodizing her own teaching experience gained from practical studies, the author has drawn together a set of recommendations containing practical tips and a collection of illustrative thought-provoking exercises organized with regard to complexity aimed at stimulating the learners, provoking their interest, expressiveness and creativity, which may be of use to anyone interested in this issue. The author has gained data to prove that the combination of traditional teaching methods and those training creative writing skills can be perceived as most effective means for the state exams preparation helping the students to acquire and master skills of observation, artistic perception and thought expression, the combination of which are mobilized for writing an emotional discourse. The author provides data showing a significant increase of motivation, accuracy and precision in the group of students participating in the experimental course advocating the effectiveness of creative writing teaching both for the state exams preparation as well as for the development of literary and linguistic skills.
The article focuses on teaching comprehension of criticism mitigation seen as a mandatory communicative strategy of the English-language written academic discourse. It attempts to substantiate the use of the notion of the communicative strategy in teaching comprehension including identification and adequate interpretation of criticism mitigation. The communicative tactics of criticism mitigation and their constituent techniques in Russianand English-language academic research articles are listed. The article also tries to evaluate the possibility of using the patterns and rules of mitigation in the students‘ native (Russian) language when teaching this strategy in English-medium written academic communication.
The article considers briefly the theory of types, developed by C.G. Jung, that could serve as a theoretical basis for determinimg the most efficient learning style. The article also touches upon the basic scales of learning styles and their applicability in modern models of teaching foreing languages.
The article briefly considers the type theory of Carl Gustav Jung, which can serve as a theoretical basis for selecting the most efficient learning style.
The present article is concerned with the necessity to cover current trends of gender-inclusive language in teaching modern English. The author focuses on the problem of androcentrism and gender correctness. The question of gender asymmetry in the English language that has become a burning issue recently was first raised in the 1950s with the beginning of the feminist movement in the U.S. In 2015-2016 the debates about self-identity shook first the academic world and then all the American society leading to the awareness to reconsider gender politics. The author proves that the social and cultural inequality of men and women in different spheres of life are reflected in the language. According to many feminists, English expresses male-centered culture and does not equally represent the social and cultural role of men and women in different spheres of life. New terms and grammar variants are being constantly implemented into the language to achieve gender equality. Meanwhile, in recent years due to the radical changes in the traditional perception of gender identity in American society, there appears to have evolved new communicative rules and norms towards people who do not identify with the aspects of gender that are assigned to their biological sex. The author describes the new tendencies in the English language for more gender-neutral and gender-inclusive language promoted by some prestigious American universities and analyzes the most widespread recommendations for successful communication in the modern English language environment.
The article addresses the necessity of teaching national English communicative behavior in written scientific discourse. It also traces the way some concepts of English concept sphere are substantialized in English communicative style of written scientific discourse described in line with E.Hall’s and G. Hofstede’s approaches
The article analyzes various types of psychological barriers the learners of foreign languages go through in second language acquisition (SLA), different views of both Russian and foreign psychologists on the issue and defines some strategy to overcome these barriers. Second language learning is impacted on both by objective factors: age, gender, language learning aptitude, social factors, etc, and subjective, affective factors or filters, such as motivation, personal attitude to the subject of study and learning process, anxiety, self-confidence and self-esteem. The theory of effective filters, or individual barriers to SLA first introduced by H. Dulay and M. Burt and then advanced by S. Krashen plays an important role for teachers both in finding the proper methodology to facilitate learning, considering each learner’s own affective filters, choosing the best way to conduct their teaching and further insight into the theory of psychological barriers impeding foreign language learning as a whole. Effective SLA and its further professional use depend on the students’ psychological state, readiness to reshape the former opinion of their own ability to grasp and advance in speaking the foreign language both inside and outside the classroom as well as the teacher’s talent to apply the explicit instruction and input, build trustworthy relationship with the students and cultivate a friendly classroom atmosphere.