21/4 Staraya Basmannaya ul.
Phone: +7 (495) 772-95-90 внутр. 12096, 12481
Email: firstname.lastname@example.org; email@example.com
School Head — Elena Solovova
Deputy Head — Elena Markova
Due to its significant cultural and social meaning, the word Babushka has become one of the most recognizable English words of Russian origin. But what is behind this elderly woman for a Russian person? The purpose of this study is to shed light and understand the phenomenon of the Russian babushka and the importance of her role in Russian culture. The study was not specifically designed to evaluate factors of the reshaping of the babushka’s image throughout history. An attempt will be made to examine a number of well-known novels and short stories written by prominent Russian authors from different times, both fictional and autobiographical, which explore the image of the Russian babushka. I argue that the images of grandmothers described in popular literature have influence on the formation of the Russian world view. As a result of the analysis, I have identified the main components of this social and cultural construction which still remain fixed in the Russian language consciousness regardless the recent changes in the system of family values.
Abstract. The article is devoted to the theory and practice of digital technologies genetic reading "Videotext" in the educational process on the example of teaching the English language. The essence and advantages of the application of multimedia technology as a tool for improving education process. Shows the background of the development of the technology of videotext in Russia and abroad, studied in detail the goals, objectives and scope of the author's project of the Russian philologist G. V. Vekshin "Videotext". Shows one of the first experiments of the application of this digital technology genetic reading in the educational process at the HSE in the practice of teaching the English language. It is concluded that the implementation of the principles of clarity and repeatability to the process of learning through animated text, as well as opportunities to significantly reduce the transmission time of the information required by the teacher to the students, and, importantly, to score high on perception, acceptance, awareness and understanding.
This study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.
This study aims at fostering students' listening skills by scaffolding their self-study learning practices in the English for Special Purposes (ESP) course. While there is a significant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a self-study mode is an efficient way to improve students' performance as it provides students with relevant scaffolding and makes listening process more transparent. The paper provides theoretical grounding for the self-study model. The entry-level test, and post-study test in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were developing their listening skills in a self-study mode via the designed scaffolding, performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside classroom prove to be a significant factor in facilitating English learning in an ESP classroom.
This article investigates aspects of modernity through a study of pleasure gardens in St. Petersburg and Moscow in the late nineteenthand early twentiethcenturies. Russian pleasure gardens, being mere imitations of the English venues, reflect how western ideas connected to entertainment were modified, enriched with local features and used for wider purposes. This study argues that pleasure gardens were translators of a developing mass culture, providing facilities for testing new technology and leisure practices, and were also indicators of cultural changes which were experienced by an urban population in the late-ImperialRussia.Svetlana Ryabovaholds a Ph. D. from Moscow State University and is a Senior Lecturer in the Higher School of Economicsin Moscow. She has a particular interest in social and cultural history.
The article is dedicated to the comparative analysis of the reading figures in Russian and German literature based on the works by Ulla Hahn and Lyudmila Ulitskaya.
The article explains a new method of relief marking of heat-shrinkable tubing and sleeves made of polymer materials with "shape memory effect." Method of instrument evaluation of relief marking stereometry of installation parts for aviation equipment, made of polyvinyl chloride, polyethyleneterephthalate and polystyrene was developed and the results were explained. Parameters of pin-point relief marking and compliance of point forms to the Braille font standard were determined with the use of the non-destructive method based on the color of interference pattern with precision of 0.02 mm.
The article reports on the experience of course design in Practical Phonetics, one-year experience of teaching and assessment of students throughout the academic year. It also gives results of students’ survey in which they were asked to give their opinion about the present course and to suggest amendments to it for future. The author, summarised their ideas about certain modifications to the course in order to help students better fit in the world linguistic community and look upon the subject of Practical Phonetics as a necessary integral part of the overall discipline – the Practical Course of English.
The author focuses on the analysis of linguistic features of students’ presentations as text. Measurements of prosodic parameters such as pitch, intensity, and duration (rate of utterance) were obtained using the computer programs Speech Analyzer 3.0.1 and Pratt (v.4.0.53). The results of these analyses show that students’ presentations are cohesive, coherent and contain TCs, which are characterized by specific prosodic parameters that have a certain effect on the comprehension of these texts, their expressiveness and pragmatic value.
The issue of vocabulary has long been regarded as a matter for specialists of a branch of theoretical language studies, its impact on practical strategic outcome was referred to in publications on methodology only in the latest circulation discussions, in particular in relation to vocabulary-withdrawing approaches. The present article makes a point about the critical importance of shifting the focus to vocabulary matters in the process of foreign language acquisition, as well as the necessity to revise teaching strategies targeting at contemporary practical challenges. First, the article considers vocabulary as a major means to express thoughts and feelings, and, based on the source and experimental analysis, the importance of vocabulary in teaching a foreign language and the reasons for its significance have been highlighted. Then, it outlines some of the existing techniques for students’ vocabulary breadth and depth development . Thirdly, the stages of the acquisition process and suggestions for some efficient tools in acquiring a new vocabulary are provided on the basis of the experiment carried out. Findings reveal that although the three vocabulary-learning strategies to help enlarge the depth and breadth of students’ vocabulary and make input comprehensible bear some deficiencies , there is still a perspective reason for their practical application
Critical media literacy has gained much importance in Western educational curricula lately but still remains insufficiently explored and implemented in the English language education in Russian universities. This article explores the theoretical foundations of critical media literacy, discusses the necessity to focus on developing students’ critical thinking skills with regard to the proper use of media in the context of English for journalism and provides examples of practical applications. Most English for Specific Purposes (ESP) courses that are designed for future journalists and specialists in media communications are focused solely on either theoretical knowledge about the profession or on general knowledge about the professional world and the language it uses, which is clearly not enough for a successful future activity. The rapid development of the mass media causes a need for journalists of a new type: creative professionals, people who are able to access, analyze, evaluate, distribute media messages and act using all forms of communication. On the basis of the works of leading Russian and international researchers in the field of media education, the author offers a rationale for incorporating critical media literacy into the process of English language acquisition. Therefore, strategies that can be used to strengthen critical thinking abilities are given as well as an in depth analysis outlining the benefits of media literacy for journalism students.