Психотип учащегося, как важный фактор при выборе метода преподавания и изучения иностранного языка
In this article the types and methods of teaching are reviewed with respect to psychological characteristics of a potential student.
The form whose main function is to express indirect commands, called the third person Imperative, Jussive or Exhortative, when compared to the prototypical (second person) Imperative, shows semantic and formal similarities and distinctions at the same time. The study describes formal and functional patterns of Jussive and places this category within the typology of the related categories, such as Imperative and Optative, based on data from six East Caucasian languages (Archi, Agul, Akhvakh, Chechen, Icari and Kumyk). Five formal patterns of Jussive are attested in these languages, including a specialized form, constructions derived from want, from tell him to do and from make him do and the Optative. Jussive forms may express such meanings as third person command, indirect causation, permission, indifference towards the accomplishment of an action and an assumption. While the Jussive is crucially different from the second person Imperative in that it introduces a third participant, this article shows that it is the addressee, not a third person, who is the central participant of a Jussive situation from both formal and functional points of view.
The high speed of development in the field of Information Technology and the fact that information and knowledge are regularly and quickly becoming obsolete have led to the situation where Self-Regulated Learning (SRL) is becoming an intrinsic part of one’s life-long learning strategy. In fact, SRL has been increasingly recognized as a core educational process. It is generally seen as one’s ability to plan, control and self-assess his/her learning progress towards personal learning goals. To be successful, SRL requires special cognitive and metacognitive skills.
In higher education, students have to study in a self-regulated manner most of the time. Quite often, however, they are not instructed on how to work effectively and efficiently in this regard. Moreover, research on SRL proves that only few students naturally develop skills required for successful SRL (Zimmerman, 2008).
Widely available ICT (Information & Communication Technologies) tools are often incorporated into the educational process and have become the platform to host self-study courses. However, even though numerous studies have shown the benefits of incorporating web-based tools into learning (Bartolome & Steffens, 2011), some students feel stressed and discouraged when using these tools; they find themselves lost and neglected compared to the traditional classroom-based instructions and study conditions. As a result, instead of the expected good results, poor academic performance and lack of motivation can become the key outcomes of ICT-supported SRL (Zimmerman, 2008).
This paper is concerned with some issues of English for Occupational Purposes and English for Academic Purposes. The main objective of the paper is to describe possible approaches to integrating EOP and EAP on the basis of the pilot English for Specific Academic Purposes course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.