Гарвардский стиль (harvard style) как один из способов оформления ссылок при написании работ академического характера
In the age of globalisation which broadly means international interaction the idea of global communication comes to the front. Communicating globally implies using intercultural links and involves cultural knowledge of business counterparts as an integral part of global interaction. Language media being an essential tool of global interaction facilitate the process of business communication provided that certain guidelines are taken into consideration.
This study examined perfectionism as a multidimensional personality factor which influences foreign language learning and classroom anxiety. Hierarchical regression analyses confirmed that the two dimensions of perfectionism, adaptive and maladaptive, relate to Foreign Language Classroom Anxiety (FLCA) differently. After controlling for the effects of general anxiety, perceptions of academic performance, and self-reported English fluency, perfectionistic discrepancy (maladaptive aspect) was a significant predictor of FLCA; perfectionistic standards (adaptive aspect) was not. Results indicated that this multidimensional nature of perfectionism affects Russian students in the context of foreign language classroom anxiety. Implications regarding the prevention and intervention of maladaptive perfectionism among students are discussed, as well as directions for future studies. These findings are important for teachers, students, and experts who may interact with FLCA and perfectionism as well as those who may personally experience it. The possible strategies to reduce anxiety could include discussing unrealistic beliefs and expectations with reference to foreign language learning, accepting mistakes as an integral part of foreign language learning as well as coaching.
In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
English for Integrated Communications is a course to meet students' majoring in advertising, PR and new media academic specific purposes. Comprising stimulating topics and tasks it helps students to develop English language competence at B2 (CEFR).
This article examines the effectiveness of analytical reading in English as a method of teaching students of non-language specialties. The issues of using this method are investigated, its specificity and advantages are revealed. In addition, the results of the experiment are given, which made it possible to determine the effectiveness of analytical reading in English as a teaching method.
The textbook is specially developed by Russian authors Olimpiada Ivanova and Marina Shilovskaya to provide practice in Russian State Exam (RSE) for high school students (10th and 11th forms) and also for university students. Structure and contents The book consists of 12 units each of which provides extra practice of the vocabulary, grammar, language and exam skills needed to take the Russian State Exam (RSE) in English. Wordlist B1—C1 covers the key vocabulary of each unit. It provides transcription of the words that Russian students may find difficult and collocations that will help them broaden their vocabulary and strengthen their writing and speaking skills. Vocabulary Exercises are based on the wordlist and additional vocabulary for each unit selected by the authors of the textbook. The exercises help students better memorise and practise the vocabulary frequently tested at RSE. Reading materials have been selected and adapted with a view of RSE specifications recommended by the Federal Institute of Pedagogical Measurement of the Russian Federation (FIPI)1 and the exercises have been developed in RSE format. Speaking activities help students practise their vocabulary and grammar, improve their fluency and accuracy and teach them to express their ideas more logically and confidently. Writing part contains exercises, sample tasks and model answers that enable students to better prepare for Task 39 (writing a personal letter) and Task 40 (writing an opinion essay) of RSE in foreign languages. All the exercises in the format of RSE are indicated with abbreviation RSE in brackets.