115054, Moscow 21/4 Staraya Basmannaya ul.
Phone: +7 (495) 772-95-90 * 12481
Email: email@example.com; firstname.lastname@example.org
Secretary's phone number: +7 (495) 772-95-90 ext. 23152
This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative analysis of participants’ oral exchanges revealed six intercultural learning moves performed by participants in order to develop their own and/or others’ intercultural competence during interaction. A follow-up analysis of the intercultural learning moves that emerged in response to five purposefully selected discussion question prompts suggested that one prompt type—i.e. a combined Brainstorm + Reflection Question on Cultural Experiences—encouraged participants to make a higher number and a wider range of high-level intercultural learning moves. The study concluded with guidelines for developing discussion question prompts that are likely to promote the emergence of advanced intercultural learning moves via telecollaboration with global partners.
The main focus of the research is concentrated on the analysis of the teaching practices of the discipline “Intercultural Communication” and the methods of contextual learning. The main idea of the classes using the method of contextual learning is related to immersion of students through performance and visualization in the context of the studied micro and macro cultures. The purpose of in-class sessions with the use of the mentioned techniques is to give students the opportunity to practice the theoretical material and improve the skills of intercultural communication.
‘Language, Linguistics, Communication’ is designed for students, teachers and everyone whose interests lie in the field of language and linguistics. The textbook focuses on building and developing four basic language skills: reading, writing, listening, speaking, in which students are expected to cope with input texts in the discipline and to produce output texts throughout the course.
This study aims to investigate the effect of peer-assisted prewriting discussion on second language (L2) academic writing and its benefits for students with different proficiency levels. While there is a significant body of research exploring the positive impact of collaboration on L2 writers' written performance and the ways it could be organised, there is little practical consideration on how to formulate explicit instruction. The rationale for this research lies in designing and arranging such explicit instruction which could lead to L2 learners producing a higher quality writing output. Based on the qualitative and quantitative methods and drawn on the students’ written texts and data analysis, the current study was conducted to devise and to test a proposed model, which the author will term the ‘collaborative discussion model’ (the CDM). The control and experimental groups of Russian EFL students (n = 48), organised in a specific way, were engaged in written assignments after naturally occurring discussion and then the latter was involved in the instruction-led discussion. The practice writing tasks were rated with the analytic rubric used in IELTS, assessing task response, coherence and cohesion, lexical resource, and grammatical range. The findings suggest that collaborative prewriting tasks, accomplished in the experimental group of students with different levels of L2 proficiency, may encourage students to engage more in reflection about the content and language of the text. As the texts produced after introducing the CDM were scored higher, especially on the criteria of task response and lexical resource, it is suggested that scaffolding prewriting discussion can potentially augment the writing skills of learners and the CDM can be used as a complementary activity to address challenges associated with academic writing. The results of the questionnaire can imply that there are benefits of explicit instruction for students with different levels of L2 proficiency, although in nuanced ways and different degrees.
The article is devoted to the study of Marina Cvetaeva's poetic cycles “Achmatova” and “Poems for Blok” from the point of view of Michel Foucault's heterotopic concept. The author uses the heterotopic characteristics suggested by the French thinker as an instrument for analyzing the spatial organization of poetic texts, considering it separately in each cycle, but also pointing to similarities and differences in dedications to poets. The concept of heterotopia has allowed us to reveal important features of space of poetic cycles, to analyze their system of coordinates and to pay attention to the concept of border in the poetic text.
The current research answers the question how Twitter users express their evaluation of the topical social problem (explicitly or implicitly) and what linguistic means they use being restricted by the limited length of the message. The article explores how Twitter users socialize with each other and exchange ideas on social issues of great importance, express their feelings using a number of linguistic means while being limited to a fixed number of characters and form solidarity being geographically distant from each other. The research is focused on the linguistic tools employed by Twitter users to express their personal attitudes to migration processes in Europe and the USA. The aim of the current investigation is to determine the correlation between the attitudes of English-speaking users towards migration and the way they are expressed (implicitly or explicitly). The authors attempted to define which tools contributed to implicit or explicit nature of the utterances. The research is based on the content analysis of 100 tweets of English-speaking users collected from February, 1 to July, 31 2017 and done through the program Atlas.ti. The software performs coding of textual units, counting the frequency of codes and their correlation. The choice of the period is defined by significant events in Trump’s migration policy and its consequences. The results of the research show that Twitter users tend to express critical attitudes towards migration rather than approve of it or sympathize with migrants. Criticism is more often expressed implicitly rather than explicitly. In order to disguise the attitude and feelings the English-speaking users of Twitter employed irony, questions and quotations, while imperative structures were used to declare attitudes explicitly. It is also worth mentioning that ellipsis, contractions and abbreviations were used quite frequently which is due to the word limit of tweets. Even though people have an opportunity to send messages anonymously they still tend to imply their negative attitude towards political authorities. At the same time, the lack of knowledge about extralinguistic factors and personal characteristics of users makes the process of interpretation of tweets rather challenging. The findings of the current research suggest the necessity to take into account implicit negative attitudes while carrying out the analysis of public opinion on Twitter.
The paper presents the results of research aimed at revealing individual means of metaphoric conceptualization of aging and old age resorted to by ordinary speakers of contemporary American English. The interpretation of the existential experience of aging is a cognitive process of high complexity, which stems both from subjective factors and a wide variability of conceptual landmarks reflected and reinforced in discursive practices. The heterogeneity of the discourse of aging is accounted for by a complex dynamics of demographic, economic, political, social and other processes that shape significantly differing interpretations of old age and its axiological assessment and contribute to the simultaneous circulation of a wide range of genetically unrelated metaphors. Native speakers master the metaphorical repertoire offered by their culture, adapt it to their cognitive needs and are potentially capable of creating their own metaphorical mappings. The methodological basis of the present research is the theory of metaphorical creativity proposed by Z. Kövecses and the metaphoric landscape theory advanced by J. Lawley and P. Tompkins. The paper describes the experiment conducted on Survey Monkey among native speakers of American English aged 40-80+. The respondents were requested to answer 10 open-ended questions, whose construction met two basic criteria: 1) the presence of a simile marker aimed at preventing the respondents from using simple predicative constructions, and 2) the use of ‘clean language’ (Lawley & Tompkins), which is supposed to prevent the effect of semantic priming. 72 respondents, who took part in the survey, presented 720 answers, 357 (49,58 per cent) of which were identified as metaphorical. The analysis revealed the presence of a considerable number of culturally licensed metaphorical forms, such as phytonymic images (wilting flower, aging tree, dried fruit), alcoholic and gastronomic metaphors (aged wine / cheese), various mechanical imagery (slowing down clock, broken automobile), variations of LIFE IS A JOURNEY metaphor and others. Analysis shows, however, that even when resorting to the traditional conceptual format, respondents are capable of creatively playing with the source domain discovering hidden metaphorical possibilities (aging is ‘driving on empty’, ‘a pothole on the life road’) and offering non-standard verbal representations (aging is a ‘trip’). A particularly telling example of metaphorical creativity is the choice of a source domain when conceptualizing the traditional attributes of old age. Thus, wisdom traditionally associated with old age is presented as a book (a mystery novel, an encyclopedia, a library, etc.), a computer hard drive, the Google search engine, a treasure and postgraduate education. Of special interest are unique creative metaphors, which include, among others, such forms as: old age is ‘Groundhog Day in Hell’, ‘becoming the Tin Man’, and ‘flat soda’. The analysis of answers presented by individual respondents shows that the typical configuration of the metaphorical landscape of aging and old age includes one or two central metaphors presented in slightly differing conceptual and verbal forms and a number of genetically different isolated metaphors.
The article analyses the works of English writers: B. Shaw, G. Wells, D. Orwell, S. Maugham between the two world wars in the context of the Soviet era. The research is based on the writers’ original texts. Their attitude towards Soviet Russia ranged from extremely negative to enthusiastically positive. Still, their contribution to the development of dialogue between two great cultures cannot be overestimated. Analysis of their work helps understand the reasons for
both disagreement and cooperation that resulted in the alliance of the countries in the world wars.
Keywords: British writers, Soviet Russia, Russian literature, Soviet-British relationships,
admiration for socialism, condemnation of Stalin’s socialism
The main purpose of the manual is to revise and consolidate lexical and grammatical material based on authentic articles from the Spanish press, which can help students, on the one hand, to get acquainted with the socio-cultural realities of modern Spanish society, and, on the other hand, to learn how to work with texts of a great variety of topics covering four spheres of society (economics, politics, social sphere and culture). This manual may be useful not only to develop the language competence of students studying Spanish at the B1 or B2 levels, but also to expand their professional horizons.
The book addresses one of the most relevant issues on the current social agenda – the building of an inclusive society. It covers income, gender and age equality, disability rights, immigrant and language minority rights, inclusive education, body positivity and animal rights. The book is based on up-to-date authentic texts (official documents, newspaper and magazine articles, public speeches) and contains a system of exercises aimed at enhancing communication skills, expanding vocabulary and developing analytical and critical thinking skills.
The book is targeted at graduate students of the foreign language faculties.
Abstract. Retaining its unifying function in creating academic texts, academic writing is undergoing various changes brought about by digitisation. The key trends are related to three aspects of academic writing: formal bibliometrics, principles of collaboration, and interaction with the readers. The first trend concerns the growing importance of identifiers, citation standards, key words and other metadata that underlie the creation of data bases allowing universities and scientific centres to take administrative and organizational decisions. Secondly, information technologies for collaborative writing stimulate the shift from individual authorship to the collective one and from thematic collaboration to the functional distribution of authorship. Finally, academic writing has adopted marketing strategies and instruments in communicating scientific knowledge to the audience. Digitisation has caused the emergence of postproduction in academic writing, i.e. applying Internet resources to enhance the reach of one’s academic papers. These trends require a revision of the approach to teaching academic writing and a more profound study of the new phenomena conditioned by the digital era.
The book will be helpful resource for pre-intermediate level (A2\A2+) people interested in political systems of the Francophonie countries.
The book includes authentic texts from French media and Intrenet sites accompanied by a set of questions, exercises and tests aimed to study pecularities of political systems, enlarge vocabulary and improve reading, listening, speaking, writing skills in order to prepare for social-political professional communication.