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A Cut in English. Next step (for advanced learners)
The need to foster critical thinking has long been one of the key issues in education. It is essentially vital nowadays against the background of an increased volume of cross-cultural communications due to the present-day demand for collaboration to tackle pressing global issues through joint efforts of different nations. While the format of debates has been recognized by researchers as one of the most efficient tools of setting off critical thinking, it is up to the new technologies in education to make it possible to bring this platform to a cross-cultural level. Since a cross-cultural dialogue in most cases supposes the mastery of a foreign language, e-learning in the form of cross-border video-conference debates present an invaluable opportunity for educators to enhance the pedagogy of foreign language acquisition around the globe. The present paper focuses on a case-study of an on-going project of implementing the tool of synchronous cross-cultural video-conference debates.
Mastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate Superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises - all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods selection in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced proficiency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates - at home, abroad, or both.
Mastering Russian through Global Debate brings together rhetorical traditions of the communications field and the best practices of edult second-language instruction to facilitate Superior-level proficiency in the Russian language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises - all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods selection in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced proficiency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates - at home, abroad, or both.
We will demonstrate how teachers can use debates in order to prepare students for IELTS Writing Task 2 in a university environment. We will talk about the argumentation theory and its integration into IELTS preparation. We will show students’ essays before and after they took debate classes and share practical recommendations.
In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on developing communicative skills in the foreign language classroom. While time in a target language culture certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of lexical items (connectors), listening, reading, written exercises, and videoconference debates involving students from National Research University Higher School of Economics in Moscow, Russia and Brigham Young University in Provo, Utah. Assessment instruments used to measure language uptake among students included pre- and post-written proficiency testing and oral proficiency interviews in one’s respective target language as administered by certified American Council on the Teaching of Foreign Languages (ACTFL) raters. In addition, students completed a background language questionnaire designed to elicit data relative to individual learner motivation.
Debate in Russia
The article deals with the attempt to consider the problem of learners’ lexicon revision, consolidation and expansion in the course of final classes, where back translation from the Russian language (L1) into English (L2) on the covered topic was implemented. The example of the course vocabulary exercises built on the principle of increasing difficulty is provided. The tests have shown that exercises on back translation facilitate vocabulary consolidation and expansion.
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.