Критическое чтение и презентация текстов в курсе ESP на старших этапах обучения английскому языку
The paper covers a case of teaching critical reading and speaking to students of Economics, ICT and Mechanics at senior levels at National Research University Higher School of Economics. Relevant tested teaching materials aimed at the development of required competencies in reading and speaking are presented as well as the methodical principles used in elaboration of these materials.
The article examines Husserl project of the renovation of European cultural mankind in context of the genesis of Husserl’s practical philosophy, existential motivations for the emergence of the idea of renovation (Erneuerung) and in perspective of its adaptations to the contemporary. The key point of the article – Husserl’s thesis about internationalization through the phenomenological "spirit of autonomy". Аnalyzing of the problem of harmonization between universal theoretical and concrete practical dimension of the idea of renovation, author explicate the socio-critical and cultural creative potential of Husserl's phenomenology.
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.
Critical thinking has been identified as a crucial general skill contributing to academic and career success in the twenty-first century. With the increasing demands of the modern workplace and a global trend of accountability in higher education, educators and employers pay great attention to the development of students' critical thinking skills throughout their training. Therefore, there is an urgent need worldwide for an updated and comprehensive assessment tool of college-level critical thinking. This paper reports on the preliminary validation for the Russian version of the HEIghten® Critical Thinking assessment developed by Educational Testing Service (ETS). Based on a large Russian college student sample (N = 1060), we evaluated the psychometric quality of the items, individual and institution-level reliability, external validity, and student perceptions. Overall, the results suggested good psychometric quality, except that a few items showed low discriminating power and should be further examined with a second wave of data collection. IRT analyses revealed testlet effects and supported the essentially unidimensional structure of the measure. Appropriate correlations with external criteria provided support for the measure's convergent validity. Implications of the preliminary validation study results and the future research agenda, especially the need to collect longitudinal data, are discussed.
The supplement to the thesis on Russian stock and currency markets paricipants' lexis formation, content and functionning represents the collected lexical material.
Writing-to-learn benefits have been explored in various educational settings. However, little research has been done on how a WTL approach in combination with two different languages of instruction can influence historical reasoning learning. The main objective of the present study is to examine the effects of a particular WTL instruction in two languages (L1 is Russian and L2 is English) on historical reasoning learning outcomes. The paper presents the results of a case study of first year students of the History Faculty. Learners received small-group L1/L2 instruction by a team of two teachers in a Logic module which included evidence based direct instruction and a set of WTL activities. The instruction explicitly targeted argumentation skills such as argument structure, validity of an argument, fact vs opinion and using documented historical sources. The Critical Thinking Analytic Rubric was used for both pre and post-course metacognitive competencies assessments while argumentation skills were assessed with the help of a new developed rubric. The results showed various patterns of positive change in all the categories and seem to support the hypothesis that this approach to writing-to-learn in L1 and L2 leads to successful acquisition of disciplinary knowledge and skills.
In the era of abundance of ICT in education, the focus of academics is gradually shifting from initial urge for testing all possible emerging devices in order to improve learning process to a concern over potential overload with digital media and thus the need for its sifting. Foreign language learning is no exception. The fundamental skills of reading, listening, speaking, and writing have all been ICT enhanced in the past decade in both successful and failed attempts to boost language proficiency of learners. At the same time, the only indisputable need for technology in foreign language acquisition in academic environment has always been traced in the sphere of developing listening skills. For many researchers, listening as a basic skill is closely connected to the ability of comprehension [3, 5, 9]. However, true for lower level language learning this argument is fading at a more advanced level of language mastery dominated by reinforcement of critical thinking. A qualitative leap from basic comprehension to critical analysis has to be addressed in the process of developing language competencies. Listening, in particular, requires the design of special learning material, which, on the one hand, meets the criterion of authenticity [2, 7] and, on the other hand, leaves room for scaffolding since formal learning implies the use of specifically-built system of learning tools and not just exposure to random language experiences. [3, 4] In this regard, digital audiobooks present a unique opportunity to tackle the development of critical listening at advanced stages. Audiobooks have recently found a wide application in education from its elementary stage to adult learning [1,16]. Primarily, audiobooks are used as a supplement to reading. The present study, however, is focused on the use of audiobooks for critical listening skills for ESL students without considering the reading component of the traditional approach to audiobooks. In such context, the present article deals with issues of developing a methodology of implementing the use of digital audiobooks in advanced ESL classroom, presents specific examples of scaffolding exercises and analysis of the data collected from field-testing this approach on the stage of higher education through the case study of the Russian students learning English at National Research University Higher School of Economics in Moscow.
The author teaches to awaken creativity in oneself, using emotions as a factor of motivation, explains the concept of critical thinking, gives the reader tools to add / edit publications to increase the clarity and rationality of their own judgments, and also shows where a particular theory is applicable
The analysis of various techniques of fostering critical thinking skills of students of non-language oriented higher educational institutions is carried out. Recommendations about the application of this technology for teaching receptive skills are provided. The realization of this technology and types of tasks connected with teaching listening and reading using textbooks materials used in business and professional English courses are givenin the article.