Academic Reading. Дополнительные упражнения по развитию академических навыков чтения
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.
The book contains supplementary exercises in IELTS exam format to texts from Fast Track to CAE (Longman). The exercises were specifically developed for 1st year students to be used in class.
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 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.
The article explains the need for teacher training seminars and an increased demand for new teaching skills as a result of a study conducted by the author; it outlines standards for English teachers and looks at various areas of teacher development at tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars.
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.