Academic Reading (supplementary exercises): учебно-методическое пособие
The books is designed to develop academic reading skills and for IELTS exam preparation. It contains supplementary exercises to texts from the British Course book “English for Academic Study: Reading and Writing” published by Garnet Education.
The book is designed to develop academic reading skills and prepare for the IELTS exam. It contains supplementary exercises to “The CAE Course” published by Cambridge University Press.
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
The article discusses the process of textually mediated communication in science and proposes an approach that complements citation analysis. Namely, it addresses the question of how the author’s text is read by the reader and whether the reader interprets the text in the same manner as the author. Fifty-seven scholarly contributions (articles, book chapters and book reviews), written by three social scientists, were content analyzed with the help of the QDA Miner and WordStat computer programs. The outcomes of the qualitative coding were compared with the outcomes of the analysis of word co-occurrences and the outcomes of the analysis on the basis of a dictionary based on substitution. Our findings suggest that texts have plural interpretations. Depending on the reading context, either the author’s or the reader’s perspective prevails. Also, both the author and the reader may read the text in a either deep or perfunctory manner. Deep reading necessitates spending significant time and cognitive resources.
The introduction gives a review of current approaches to teaching reading in a foreign language at a university level developed in Western and Russian research. It describes the goals of the book and explains its structire.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.