Английский язык: рабочая тетрадь для 3 класса: пособие для учащихся общеобразовательных учреждений. В двух частях. Часть II. М.: Просвещение, 2013. -72 с.
English Language and Anglophone Literatures Today (3): Book of Abstracts
The volume comprises research articles prepared on basis of presentations for two conference held in Narva College of the University of Tartu in 2012. The large scope of articles attracts wider audience interested in border and English studies. The first part (Crossing Borders: Dialogue of Languages and Cultures) consists of articles which are united under three topics: History of Evolvement of Border Regions; Identity Issues of the Population of Border Regions; and Multicultural Education and Practices of Educational Institutions of Border Regions . The second part (Teaching English and Teaching in English) includes articles which discuss problems and issues of content and language integrated learning, teacher education in the multilingual world and English language teaching and learning. This structure allows to reach a wider scientific audience to acquaint it with good practices and interdisciplinary research on border issues in various areas from the historical, cultural, educational and linguistic perspectives.
The article considers methods to manage mixed ability groups. It point at advantages and disadvantages of each way of teaching. However, to achieve any results a method should be chosen in combination with open discussions on the lesson.
This paper focuses on the cognitive foundation of the semantics of English adjectives that denote mental and moral characteristics of human beings. Research into these adjectives seems a challenging task because they denote abstract qualities that cannot be perceived through vision, hearing, or touch; and here a question arises: How are abstract qualities interpreted in English encoded through adjectives? To answer it, this study follows the idea of two-level semantics, i.e. word semantics is treated as a two-level phenomenon that comprises the semantic (external) level and the conceptual (deep) one. This study is the first to address adjectival semantics from this perspective. Here a novel approach to revealing the cognitive foundation of adjectives is introduced: given that adjectives originated from old syncretic items and a word cognitive model forms at the moment of word creation, cognitive models underlying adjectives' semantics are unearthed via analysis of their etymological data. Our contribution is two-fold. First, the approach has revealed that the image schema CONTAINER guides semantics of an array of various adjectives independent of their morphemic structure or date of origin. The examples demonstrate that abstract human qualities are interpreted via the following container features: boundary, container substance, size, hardness/softness of a container shell, etc. The semantics of affixed or compound adjectives appear to stem from the integration of concepts represented by an affix and a root or two roots, respectively. Second, the findings show that the value given to every container feature appears to predetermine the evaluation conveyed by an adjective. Container features tend to possess ambivalent value, realizing the positive or negative one due to the interaction with a frame in which the CONTAINER is incorporated, therefore the same polysemantic adjective may develop both positive and negative meanings. To reveal the whole inventory of cognitive models that govern adjectival semantics in English, further research needs to be conducted.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.