АНГЛИЙСКИЙ ЯЗЫК ДЛЯ АКАДЕМИЧЕСКИХ ЦЕЛЕЙ. ENGLISH FOR ACADEMIC PURPOSES. Учебное пособие для бакалавриата и магистратуры
The article focuses on developing academic literacy in an English for Academic Purposes course. It reviews different approaches to teaching academic writing and shows that the "reading-to-write" approach might be the most effective one. The paper also identifies some difficulties that Russian students are likely to have due to a low level of native language academic skills and suggests ways to overcome them.
Abstract: skills and strategies which are in focus in an English for Academic Purposes course are described. The microskills and strategies to concentrate on in a Russian-speaking university audience are revealed. The outline of a lesson in which an abstract is produced is given.
The article presents the “Language Awareness” approach and describes its history and main principles. The paper explains why it is important to apply this approach to materials development. The samples of tasks designed according to these principles are provided, among them those from the “English for Academics” textbook. The authors explain the underlying methodology of the course. The results of the textbook piloting demonstrate the relevance and efficiency of the approach implemented in a course for post-graduate students, academics and researchers.
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.