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The paper shows a possibility of printing polymeric strain gages, microstrip lines, coplanar waveguides and other elements of printed electronics for aviation equipment using modern printing technologies and equipment. The technology of screen printing and inkjet printing are complemented by three new operations for preparing the sealed films to apply a layer of electrically conductive ink. Additional operations allow to strengthen the adhesion of the layer of electroconductive paint to the film and thus to obtain strain gages for measuring large elongations.
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.
The book prepares students and practitioners for fluent consecutive and simultaneous interpreting and translation from English into Russian and backwards in economics and business.
The book is designed for students studying foreign languages and intercultural communication, translation, linguistics and economics and other humanitarian and social spheres. Moreover, the book can be used by professionals working in linguistics, business and economics.
Today the use of ICT in education, particularly in TEFL, is getting more and more popular. The application of ICT has been made a mandatory part of the learning process on the official level. However, the new technologies should contribute to the lessons and not hinder them. The article focuses on the development of lexical skills in the language classroom with the use of web platforms and online learning tools as lexicology makes up the basis of a good command of the language. Having certain advantages web platforms can enhance and optimize learning process both during the semantization stage and while working with vocabulary for developing receptive and productive skills. In the article a brief description of web platforms that enable teachers to create their own vocabulary tasks is provided together with possible ways to successfully use them in class. This may come in useful for those teachers who are eager to be up-to-date and want to constantly improve their professional skills. Besides, the results of the experiment carried out with bachelor students are presented.
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.
Political discourse has always been one of the most powerful tools of exerting considerable influence on the audience. This may be explained by the fact that it is usually broadcast on the radio or television and printed in newspapers. In other words, political discourse always reaches the addressee in one way or another. This is also the reason for a careful choice of linguistic material, which can help to influence the audience’s opinion. In addition, in order to interpret the discourse correctly one should be aware of the context in which this discourse is created. To illustrate this idea, it is reasonable to turn to the notion of intertextuality, which enables the author to broaden the scope of his/her discourse and to add new shades of meaning to the words uttered by means of an explicit or implicit appeal to other discourses. However, this only becomes possible if the addressee can identify such a link, i.e. he/she possesses the same knowledge and experience as the author. Allusions to music can serve as one of the most illustrative examples of interdiscursivity as they may be recognized by a considerable number of people. Therefore, they can convey the necessary meaning to the addressee. Barack Obama has always employed this method of impacting people’s consciousness. Following the traditions of African American rhetoric, he employs music in his discourse rather frequently, which enables him to appeal to people of various age groups, add new shades of meaning to his words, turn to American history and at the same time be an up-to-date politician. As a result, interdiscursivity is acclaimed an extremely powerful method of influencing the audience and allusions to music being one of its tools have their own purport.
Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
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.
The dialect of Gammalsvenskby is the only surviving Scandinavian dialect in the territory of the former Soviet Union. Historically, it belongs to the group of Swedish dialects of Estonia and goes back to the dialect of the island of Dagö (Hiiumaa). Because of the severe endangerment in which the dialect is currently situated, the most urgent task is to collect, classify, and publish the factual material. This paper gives a concise outline of the morphology of the dialect. The sources for the material presented here are interviews with fluent speakers of the dialect recorded by the author during fieldwork in the village.
The article describes the American bank terminology in terms of its structure. Areas of the associated spheres, with the terms being a part of the terminological system periphery, are distinguished. The attempt to define the relation and percent composition of terms from the areas under research in the bank terminology is made. The diachronic aspect of forming the terminological system is taken into account, and basic stages of its development are described. The goal of the research is to reveal the relation of special bank terminology with other term systems for further defining the strategy of studying and fixing terminological units in this area of knowledge.
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.