"Das beste Wohlsein des Menschen im Schauspieler". Franz Kafka und juedische Schauspieler aus Lemberg
The article describes the ideas of Franz Kafka concerning the yewish actors from Lemberg.
Discussions regarding benefits of and concerns about checklists and rubrics are not novel. But most papers highlight their positive effect on students’ learning. This paper challenges this view: it looks at students’ perception of instructional and scoring checklists and rubrics which is leaning more towards rejecting them. The paper relies on a survey of third-year students about the English course in Research skills (47 respondents majoring in one of the following: World Economics, International Relations or Oriental Studies). The author outlines the main problems that students identified concerning checklists and rubrics and offers possible reasons for students’ mostly negative attitude to them (proving which of these cause that reaction is the next step in the research). The author’s speculations are partly confirmed by students’ comments to open-ended questions: unwillingness to comply with the criteria as they stifle creativity in writing essays, a too ‘mechanistic’ and impersonal way of assessment, too many criteria for one activity, too much of scoring with the help of checklists and rubrics. The paper also covers possible solutions to the problems, one of which has already been implemented with a mixed result: incorporating in the checklists and rubrics students’ suggestions and/or improvements relying on students’ comments that are fit suitable.
The article is devoted to the problems of developing of extensive reading skills by students of non-linguistic universities which study German as a second foreign language. Extensive reading is seen as a way of optimization of the teaching situation at the initial stage of foreign language learning. The interest in this type of reading is generated by the fact that reading of high-volume texts lets to expend and to enrich the vocabulary of students, to focus on reading itself and on perceived information. Through extensive reading fast reading skills, forecasting and contextual guess are developed.
This paper discusses writing in the university and investigates the verbal/visual and extra verbal aspects of the process of textualizing in the context of Distance Learning. Based on the concept of academic literacy from New Literacy Studies, it problematizes the relationship between chosen color and image in the process of text production developed by university students (teachers in training) in a distance Pedagogy course of a São Paulo State University, Brazil. This paper intends to contribute to the realm of Language Studies regarding to the establishment of criteria to investigate the integration between various semiosis in the creation of the concept of “text” not restricted to the recognition of its graphic base.
The research is intended to prove the relevance of a writing for social media supplement to the ESL university-level course. Currently, the context in which language training is performed, features the stage of information society development where one has to generate, distribute and handle information efficiently in order to succeed in their professional activity. Progress in information technology as well as communication services and tools impacts the way people think, study, interact and collaborate. A variety of social websites, services and applications such as Facebook, LinkedIn, eBay etc. has become pervasive and ubiquotus. In addition, English is lingua franca of modern e-communication. Writing for social media in English is an expertise students should master to be successful in their social and professional communication in the 21st century.
The paper provides the analysis of statistics of the use of English in social media discourse and results of Southern Federal University students interview about their attitude to the respective course supplement to be developed and implemented as part of the ESL curriculum.
Consideration is given to the concept of social media, the phenomenon of virtual language identity along with linguistic characteristics of social media discourse being a hybrid verbal behaviour, viewed as a mixture of speaking and writing activities.
The authors also focus on the main peculiarities of social media discourse to be taken into account while developing a writing for social media supplement as a plug-in to the ESL university-level course. The supplement is intended to help students develop and improve their communicative competence in the given area.
Acquired disorders of writing in the Russian language have been reported for more than a century. The study of these disorders reflects the history of Russian neuropsychology and is dominated by the syndrome approach most notably by the writings of Luria. Indeed, our understanding of acquired dysgraphia in Russian speakers is conceptualized according to the classical approach in Modern Russia. In this review, we describe the classical approach and compare it to the cognitive neuropsychological models of writing disorders that are developed to explain dysgraphia in English and in other Western European languages. We argue that the basic theoretical assumptions of the two approaches – cognitive and classical or syndrome approach – share similarities. It is therefore proposed that identification of acquired cases of dysgraphia in Russian could potentially benefit from taking the cognitive neuropsychological perspective. We also conclude that adopting elements of the syndrome approach would substantially enrich the understanding of acquired dysgraphia since these offer an insight into processes not described in the cognitive neuropsychological approach.