The training manual introduces the reader to the original texts of French literature. The training manual excerpts from the works of contemporary French authors of the 20th century.
The main objectives of the manual are to develop and improve reading skills, oral and written skills.
The manual is addressed to students of philological and linguistic specialties, students senior classes of gymnasiums, lyceums, schools as well as all those who study French and are interested in modern French literature.
The first English language collection of the work of radical Russian poet, crooner, rapper, artist and activist Roman Osminkin. This edition is a double facing (Russian originals included) collaborative work between writers, artists and translators spanning East to West. “Not a word about politics!” – enough of chattering insipid fantasies. Politics is a task for everyone, it can be and it is enacted every day by every historical subject in her micro-social practices. When such practices are popularized, they can grow into a demand which resounds so loudly that it is impossible to ignore. Poetry, songs, rap – these are essential forms for crafting a solidarity of the word, for making the word political. Speech, not only the speech of a lexicon but of gestures and movement, politicizes dead language when it reorders the connections between old meanings and their referents, performing reality through “language in action.”
This book explores how artistic strategies of resistance have survived under the conservative-authoritarian regime which has been in place in Russia since 2012. It discusses the conditions under which artists work as the state spells out a new state cultural policy, aesthetics change and the state attempts to define what constitutes good taste. It examines the approaches artists are adopting to resist state oppression and to question the present system and attitudes to art. The book addresses a wide range of issues related to these themes, considers the work of individual artists and includes besides its focus on the visual arts also some discussion of contemporary theatre. The book is interdisciplinary: its authors include artists, art historians, theatre critics, historians, linguists, sociologists and political scientists from Russia, Europe and the United States.
The proposed project aims at contributing to the growing body of research on technology-enhanced self-regulated language learning (Figura & Jarvis, 2007; Lai & Gu, 2011; Yildirim, 2008; Zhao, 2003), with a focus on Russian EFL (English as a foreign language) learners’ academic writing skills. It sets out to explore some of the common challenges of academic writing with regard to producing research proposals and to design a CALL (computer assisted language learning) tutor to address some of these challenges. We began our investigation with identifying salient problem areas that would emerge from students’ authentic academic writing samples--their research proposals produced as part of a core writing requirement in the final year of studies at HSE. Our preliminary findings indicated that writing the proposals in line with international and ‘local’ standards of expository academic prose (Swales & Feak, 2004) presents a problem for many Russian EFL learners. Apart from the challenges of structuring the text within the traditional sections of a standard research article (“Abstract,” “Introduction,” “Methods,” “Results,” etc.), specific problem areas pertaining to academic vocabulary use, the use of grammar for research writing, as well as academic discourse, have surfaced.
To address some of the concerns emerging from the preliminary data analysis, the current project focuses on addressing Russian EFL students’ challenges with structuring the different sections of a research proposal and using academic vocabulary and grammar efficiently. We draw on the recent developments in CALL methodology and instructional design to further our understanding of which features of CALL programs and technology-based instructional approaches are relevant to the study and can be adopted to meet this project’s aims. A taxonomy of Russian learner errors as specific to research proposals has been developed to inform our decisions about the selection and design of the online tutor’s content. Data were gathered on the efficiency of using the tutor to support HSE students’ autonomous learning practices with regard to academic writing. Based on the results of this tutor's pilot testing among Russian EFL learners and English language instructors (2016), pedagogical implications for employing technology-based approaches to teaching academic writing have been drawn.
13 poetic fragments in the Modern South Arabian language Soqotri (the island of Soqotra, Gulf of Aden, Yemen), recorded phonographically at the beginning of the 20th century by the Austrian orientalist David Heinrich Mueller, are presented in phonological transcription and English translation. Each fragment is extensively annotated with the help of native speakers of modern Soqotri. A detailed glossary (Soqotri-English-Arabic) comprising all words from texts and annotations rounds up the book.
A Casebook aims at enhancing language and communicative competences of master students of law through teaching legal textology in English at research workshops as the primary training form. A major aim consists in integrating linguistics, specifically text linguistics, and law. A new teaching methodology employed draws largely on comparative and text linguistics, comparative law, as well as intercultural communication. The selected case-studies address the less elaborated law fields: indirect discrimination at workplace, I-space regulation and IT-fraud as part of cybercrime against the on-going IT advancement. These topics as vaguely defined legal areas with few statutory remedies and insufficient enforcement background are viewed in couple with sociocultural, economic and philosophical factors. A Casebook is designed for LLM students but may draw interest of much wider range of MA students in humanities, as well as their tutors.
Stepping into a manager's role is for students who study enterprise management, marketing, logistics, human resource management, etc. and is likely to be most useful for users at level B1 and above. Nine units are organised around the relevant topics: leadership, teamwork, frelance, customer care, marketing, branding, advertising and international business. Each unit consists of authentic reading material, vocabulary section, skills development exercises for individual and group work.
It is an integrated skills course which helps to develop language and professional skills through role plays, presentations, case studies. The activities are also aimed at buidling critical thinking skills and student autonomy.
The textbook explains core Grammar rules regulating the construction of the English sentence. The focus is on the function of particular syntactic elements within the wholes sentence and the semantic relations constructed by these particular elements. The textbook also contains a range of exercises grouped according to the level of difficulty. The textbook is for 3rd years students doing off-campus studies in Teaching English as a Second Language.
Studies in Ethiopian Languages, Literature, and History. Festschrift for Getatchew Haile Presented by his Friends and Colleagues
The manual contains a collection of exercises for practising subjunctive mood compiled from grammar books by eminent Russian grammarians.
The study includes a variety of topics, from a review of the political, legal and institutional frameworks for the development of a “green economy” in Russia, to concrete practices of separate waste collection, the development of renewable energy sources and aspects of environmental education. We tried to look at the process of sustainable development in Russia from diff erent perspectives, including the political and economic background, the legal situation, existing practices of sustainable development and how environmental information circulated, including journalism and education on sustainable development. The result is a broad study, which includes a collection of articles written by both theorists and practitioners of sustainable development in Russia.
Linguists have long classified languages according to the ways in which their intransitive subjects, transitive subjects, and direct objects align with respect to case marking and/or agreement. The two main divisions are known as the (nominative–)accusative and ergative(–absolutive) alignments. Under an accusative alignment pattern, the intransitive subject (abbreviated here as S) and the transitive subject (A: for agent, or agent-like argument) are encoded the same way (nominative), while the transitive direct object (O) is encoded separately (accusative). Under an ergative alignment pattern, on the other hand, S and O have identical encoding (absolutive) while A has its own separate case (ergative); see Comrie (1978); Dixon (1979; 1994); Manning (1996); Aldridge (2008); McGregor (2009); among others. These alignments can be expressed not only through case marking but also through agreement; S and A may determine the same agreement, in contrast to O, or S and O may license the same agreement, in contrast to A.