The book is intended for undergraduate and graduate students of the Higher School of Economics. Its main objective is developing academic skills, namely enriching students’ academic vocabulary, which is an integral part of their professional education. Being able to use appropriate academic vocabulary in writing is essential for this kind of activity.
Developing Academic Literacy correlates with the book Academic Vocabulary in Use by Michael McCarthy and Felicity O’Dell (Cambridge University Press, 2008) and can be used as a source of additional exercises to practice topics covered there. Out of 50 units presented in this book we have chosen 45 which are of particular importance for the context of the National Research University. However, each unit of the present book contains not only practical exercises but also a theoretical part explaining the use of studied lexical units. Thus, the book can be used independently. As each unit covers a different lexical topic, the units can be studied in any order.
The tasks are aimed at both recognizing the lexis (on its own and within short contexts) and using it. The exercises comprise such tasks as matching words with their definitions, synonyms, antonyms, completing sentences with appropriate words, matching parts of sentences. Special attention is paid to collocations in academic context. The illustrative examples have mostly been taken from the British National Corpus, the Corpus of Contemporary American English and monolingual English dictionaries.
The book can be used both in class and individually. The exercises are provided with the Key, which allows students to check their answers, and, thus, makes the book suitable for self-study purposes. The book is provided with the Resource bank, which consists of abstracts from academic articles. All the abstracts contain lexical units studied in the book and can be used as a source of additional exercises by a teacher or self-check material by a student.
In the article russian acmeism is considered in he context of the criticism of the 1910s
The present Active Dictionary of the Russian Language is an innovative product, the first dictionary of this type in Russian lexicography. It is created on the basis of the latest theoretical achievements in the following areas: a) theoretical linguistics (the principle of lexicon as a system, the principle of integrated linguistic descriptions); b) semantics (fundamental classification of predicates, semantic metalanguage, the theory of definitions, regular polysemy, rules of meanings’ interactions in text); c) syntax (syntactic government as a reflection of semantic valency structure of predicates and non-valenced syntactic properties); d) the theory of collocations (the apparatus of lexical functions and the typology of bound collocations); e) the notion of lexicalized prosody (in particular, phrasal stress). All this information is adapted as to be easily comprehensible to an average Russian speaker without any specialized linguistic knowledge above what is provided by the standard course of Russian language at school. As a product that combines a profoundly motivated theoretical foundation in lexicography with its practical aspect, the present dictionary has no comparable analogues. The first issue includes letters A to G.
The article addresses the problems of effective human communication. Special focus is given to the role of prosodic markers and prosodic cues in speech production and speech perception. It is proposed that prosodic markers serve to provide certain prosodic cues which guide the listener in how to proceed: how to access the relevant cognitive context within which to interpret the speaker’s contribution, how to evaluate that contribution, and how to construct the interaction itself, to enable the communication to take place.