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This article focuses on the issue of adaptability in the field of education, particularly English as a foreign language teaching, and explores the question of whether academic debate can foster adaptability among university first‐year university students majoring in science, technology, engineering, or mathematics. To answer that, the authors designed and conducted a study in 2017 and 2018 at a university in Moscow, Russia. The study involved two groups of students: those who attended regular English classes and those who, apart from regular classes, weekly attended and actively participated in specially designed English debate classes. To evaluate whether any alterations to the students’ adaptability level occurred, teacher‐assessors completed the Adaptability Scale at the beginning and end of the project. In addition, the students were asked to fill out a self‐assessment questionnaire to rate their own adaptability development. The results of the control and experimental groups were compared and a series of t‐tests was conducted. The findings reveal that, in the experimental group, English debate classes fostered positive growth in the level of adaptability, and all its components experienced a significant enhancement.
This paper focuses on the cognitive foundation of the semantics of English adjectives that denote mental and moral characteristics of human beings. Research into these adjectives seems a challenging task because they denote abstract qualities that cannot be perceived through vision, hearing, or touch; and here a question arises: How are abstract qualities interpreted in English encoded through adjectives? To answer it, this study follows the idea of two-level semantics, i.e. word semantics is treated as a two-level phenomenon that comprises the semantic (external) level and the conceptual (deep) one. This study is the first to address adjectival semantics from this perspective. Here a novel approach to revealing the cognitive foundation of adjectives is introduced: given that adjectives originated from old syncretic items and a word cognitive model forms at the moment of word creation, cognitive models underlying adjectives' semantics are unearthed via analysis of their etymological data. Our contribution is two-fold. First, the approach has revealed that the image schema CONTAINER guides semantics of an array of various adjectives independent of their morphemic structure or date of origin. The examples demonstrate that abstract human qualities are interpreted via the following container features: boundary, container substance, size, hardness/softness of a container shell, etc. The semantics of affixed or compound adjectives appear to stem from the integration of concepts represented by an affix and a root or two roots, respectively. Second, the findings show that the value given to every container feature appears to predetermine the evaluation conveyed by an adjective. Container features tend to possess ambivalent value, realizing the positive or negative one due to the interaction with a frame in which the CONTAINER is incorporated, therefore the same polysemantic adjective may develop both positive and negative meanings. To reveal the whole inventory of cognitive models that govern adjectival semantics in English, further research needs to be conducted.
‘English for IT Studies in Higher Education’, is a collection of eight lessons based on a selection of TED talks about IT issues. The selected TED talks not only enhance the learners’ English language proficiency but also develop the learners’ professional competencies and expand their outlook by acquainting them with the latest applications of computers in various fields of our daily life. All the lessons have a regular structure and include exercises for developing vocabulary, listening, reading, speaking, note-taking and writing skills. A quick test has been developed for each lesson checking the student’s assimilation of the material. The book can be used both for classroom activities and for independent work. It will be of interest to an international readership, especially for ESP instructors and university teachers and students studying English as a foreign language.
This paper discusses the specifics of using the method of peer assessment in the process of learning a brief text summary in English by the students of non-linguistic specialties. In particular, the effectiveness and expediency of using peer assessment in teaching foreign languages are analyzed by the author. The empirical part of the research was conducted at the National Research University Higher School of Economics (Moscow, Russia), with a group of undergraduate students studying at the Faculty of Economics. The author relied on a well-developed methodological apparatus, with the purpose of obtaining the most accurate and reliable data and conducting an objective analysis. As a result, the author concludes that the method of peer assessment can solve a number of pedagogical problems: increasing responsibility and autonomy of students; providing a deeper understanding of the subject; developing learning skills; stimulating each student to become an active worker and appraiser; developing critical thinking, etc. In addition, the method of peer assessment focuses on the maximum involvement of students in the learning process, which contributes to better learning motivation. More than that, it develops a supportive learning environment, in which our students could feel comfortable and fully trust each other and their teachers. The research results can be used to develop a more effective methodology for teaching foreign languages at non-linguistic specialties, as well as for conducting further research on related topics.
This research examines the problem of motivation as an important variable in language learning including ESP (English for specific purposes). Despite the fact that there are different approaches to cultivating motivation the author suggests considering the potential of massive open online courses (MOOCs) that may help language learners of non-linguistic specialties. This paper describes the results of the integration of MOOCs into the ESP course curriculum at the faculty of Business Informatics of the National Research University Higher School of Economics, Moscow. The integration of the MOOС component in the ESP course demonstrated that the educational outcome, in this case, might be higher than in a traditional course due to such factors as the content of instruction being tailored to the learning needs of IT students, regular and inspiring feedback to the students from the MOOC instructors, the use of interactive teaching materials and a personalized approach to learning. Research findings illustrate that imbedding MOOCs in the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community, under the condition that on-campus courses have been re-designed to incorporate MOOC-like component.
Quantum dynamics of a pulsating mercury drop is investigated. It is demonstrated that the energy of the pulsating mercury drop can be quantized; therefore, it can generate electromagnetic radiation with a discrete spectrum. This allows a quantum generator and a radio-wave amplifier to be developed. The existence of a quantum solution of the classical Newton equation is caused by the nonstationarity of the potential of the corresponding type and by the Ehrenfest theorem. In this case, the corresponding solution is independent of the Planck constant. The quantum solutions of the equations of classical physics possess all attributes of quantum mechanics: wave-particle duality, uncertainty principle, superposition principle, causality principle, quantum interference, radiation with a discrete spectrum, tunneling, and spin effects.
TED.com is used in teaching EFL to enhance exposure to English, to promote authentic vocabulary and to develop multiple foreign language skills. For university students studying business as their major and English for professional communication as a part of their university curriculum, TED talks provide a cutting-edge business context, which aims to increase the learners’ English language proficiency, develop the learners’ professional competencies and expand their outlook by acquainting them with business practices from around the world. Through authentic models of effective communication, students build fluency to achieve academic and personal success. Business English with TED talks, an EFL resource book, is the result of the author’s approach to creating educational materials based on authentic and up to date video content. Using the example of ‘Business English with TED talks’, this paper describes criteria for selecting TED talks for different groups of students, the structure of a TED talk lesson and provides teachers with other resources for supplementing TED talk lessons
This paper studies the results of Massive Open Online Courses (MOOCs) integration into the ESP course curriculum at the Department of Business Informatics of the National Research University Higher School of Economics (HSE). The author investigated whether MOOCs can be effectively integrated into the teaching-learning process and bring significant benefits to students such as developing their linguistic and professional competences. A survey and the results of the experimental teaching revealed that HSE students highly appreciated their experience of online education and would definitely continue to explore the scope of MOOCs in the future. Research findings illustrate that embedding MOOCs into the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community under the condition that on-campus courses have been re-designed to incorporate MOOC-like components. MOOCs can be considered as a valuable educational resource for information technology specialists, which can be beneficially used by both students and ESP instructors.
Written in conjunction with The National Society for Education in Art and Design, the International Encyclopedia of Art and Design Education offers an indispensable resource for students, scholars, and researchers working in the field of art and design education. It contains accessible introductions to key topics, concepts, and thinkers, as well as sophisticated debates on contentious areas, covering the whole age range from early years to post-university in formal and informal settings.
This multi-volume reference work examines historical and contemporary art and design education worldwide, from over thirty different countries, in Africa, Europe Asia, Middle East, Australasia and the Americas. It includes topics such as Epistemic Disobedience in Contemporary Latin American Art; Visual Arts Education in Museums; Elementary Art and Design Curricula; Social and Mobile Media in Art and Design Curriculum; Performative Literacy; Postmodern Pedagogical Principles of Museum-Informed Art Education and much more.
The International Encyclopedia of Art and Design Education defines the conversation for the entirety of the art and design community through authoritative reference of peerless quality.
The coursebook is designed for students to acquire, practice, and master their communicative competence in academic writing in English, the focus being on fundamental and applied mathematics and computer science. The target of the book is to teach students to write research project proposals of their term papers, senior theses, and dissertations in the format of a research article which could prospectively be published in a Scopus- or We-of-Science-indexed journals. The book covers both academic writing and academic speaking, i.e. presenting research at conferences and defences.
The materials employed in the book are research articles published in international peer-reviewed journals, both full-text and excerpts.
The target audience comprises undergraduate students majoring in IT, fundamental and applied mathematics, and cyber- and information security. The book could also be of interest to students majoring in other STEM areas, both at the undergraduate and graduate levels.
The book is aimed at developing students' listening and speaking skills via utilizingTED-talks on a variety of topics including education, time management, politics, discrimination, and modern inventions.
The book is the second edition of the book "English for Humanities" designed for undergraduate university students.
The resource book entitled “ENGLISH FOR BUSINESS STUDIES IN HIGHER EDUCATION” is a collection of ten lessons based on a selection of TED talks about business issues. The selected TED talks not only enhance the learners’ English language proficiency but also develop the learners’ professional competencies and expand their outlook by acquainting them with business practices from around the world. All the lessons have a regular structure and include exercises for developing vocabulary, listening, reading, speaking, note-taking and writing skills. A quick test has been developed for each lesson checking the student’s assimilation of the material. Through authentic models of effective communication, students build fluency to achieve academic and personal success. The resource book can be used both for classroom activities and for independent work. “Business English with TED talks” will be of interest to an international readership, especially for ESP instructors and university teachers of English as a foreign language.
This paper focuses on dachas and summer lifestyle in Sokolniki area in the 1800s – 1940s. It discusses owners of the first dachas, transformation of Sokolniki from tsar’s hunting area to a public place with a park and dachas. Basing on unpublished archival materials, memoirs and contemporary newspapers, the following article constructs an image of dachas in Sokolniki, examines prices for dachas, problems the dacha owners faced, the way they solved them and improved dacha living in this area. Besides, this paper observes who were the dacha owners or who rented dachas (both are called ‘dachniki’) and leisure activities available in Sokolniki in the summertime. This article also studies how dachas and ‘dachniki’ were evaluated in the contemporary society.
The paper investigates the controversy over the Lord’s Supper between Ralph Waldo Emerson and the Second Church of Boston. We studied the text of Emerson’s sermon against the Lord’s Supper ascertaining possible theological divisions among the church members on the issues of Christ’s true nature and authority, as well as the meaning of bread and wine of the Communion. We reveal how the pastor foreshadowed the assumed reactions of his listeners while working on the text of his sermon. Searching for adequate contexts for our interpretations we have demonstrated how “The Essay on the Lord’s Supper” by the Rev. F.W.P. Greenwood is related to Emerson’s stand against the rite.
The paper focuses on the cognitive foundation of English adjectives that denote moral characteristics of human beings. Word semantics is treated as two-level phenomenon that comprises the semantic (external) level and the conceptual (deep) one. The modeling of the adjectives’ conceptual basis takes into consideration their etymological data. The examples demonstrate that the semantics of the adjectives in question rests on the archetypical ideas about alive and dead, motion, elementary operations with the object and so forth. The etymological data have revealed that the conceptual basis of the English adjectival category «Moral qualities» is formed by a certain set of conceptual oppositions, such as LIFE – DEATH, MOTION – STILLNESS, FRIEND – FOE LOVE – HATRED and so forth. These oppositions differ in terms of productivity, the most productive being the opposition FRIEND – FOE; it produced 25% of the adjectives. Since the first element in the oppositions usually is marked as positive while the other is marked as negative, the first element accounts for the meaning of positive evaluation, while the other produces the negative meaning. However, each concept tends to realize two polar values, i.e. concepts tend to possess ambivalent value. The concept realizes positive or negative value due to the interaction with a frame in which it is incorporated. This peculiarity of concepts enables any concept to form polar evaluation meanings of different adjectives and within the frame of a polysemantic adjective. Both antonymy and enantiosemy are predetermined by the conceptual structures that rule the interpretation of the abstract, moral qualities in English.
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 article is devoted to preparation for Cambridge examinations - B2 First, C1 Advanced, IELTS - as a part of Master’s dual diploma programs and Erasmus+ programs in educational process of teaching English to students at the Russian International Academy for Tourism.